Teacher Resource English IX

English
IX
Teacher Resource
Contents
Competency 1: Reading and Thinking Skills ........................................................................................................ 5
TEACHING TIPS................................................................................................................................................... 5
TEXT TYPES ..................................................................................................................... 7
RESOURCES FOR TEACHERS ................................................................................................................................ 8
Sample Reading Unit 1 ......................................................................................................................................10
Exercise 1 .......................................................................................................................... 13
Exercise 2 .......................................................................................................................... 13
Exercise 3 .......................................................................................................................... 13
Exercise 4 .......................................................................................................................... 13
Exercise 5 .......................................................................................................................... 14
Exercise 6 .......................................................................................................................... 15
Exercise 7 .......................................................................................................................... 16
Exercise 8 .......................................................................................................................... 17
Exercise 9 .......................................................................................................................... 17
Sample Reading Lesson 2: .................................................................................................................................18
The Role of Women in the Pakistan Movement and in Recent Times .................................................................19
Exercise 1 .......................................................................................................................... 24
Exercise 2 .......................................................................................................................... 24
Exercise 3 .......................................................................................................................... 24
Exercise 4 .......................................................................................................................... 25
Exercise 5 .......................................................................................................................... 25
Exercise 6 .......................................................................................................................... 26
Exercise 7 .......................................................................................................................... 27
Exercise 8 .......................................................................................................................... 28
Exercise 9 .......................................................................................................................... 28
Sample Reading Unit 3: .....................................................................................................................................29
Health Problems Caused by Mosquitoes ............................................................................................................30
Malaria .............................................................................................................................. 30
Causes ..................................................................................................................................... 30
Signs and symptoms ......................................................................................................... 30
Dengue .............................................................................................................................. 30
Causes ..................................................................................................................................... 30
Chikungunya ..................................................................................................................... 31
Causes ..................................................................................................................................... 31
Exercise 1 .......................................................................................................................... 33
Exercise 2 .......................................................................................................................... 33
Exercise 3 .......................................................................................................................... 33
Exercise 4 .......................................................................................................................... 33
Exercise 5 .......................................................................................................................... 34
Exercise 6 .......................................................................................................................... 35
Exercise 7 .......................................................................................................................... 35
Exercise 8 .......................................................................................................................... 36
Sample Reading Unit 4: .....................................................................................................................................37
Chasing Dreams ................................................................................................................ 38
DIGITAL RESOURCES FOR TEACHERS ..................................................................................................................44
Competency 2: Writing Skills .............................................................................................................................44
TEACHING TIPS..................................................................................................................................................46
RESOURCES FOR TEACHERS.................................................................................. 48

Text Types and their Features ........................................................................................... 50
SAMPLE WRITING LESSON 1 ..............................................................................................................................61
Exercise 1 .......................................................................................................................... 61
Exercise 2 .......................................................................................................................... 62
Exercise 3 .......................................................................................................................... 62
Exercise 1 .......................................................................................................................... 69
DIGITAL RESOURCES FOR TEACHERS ............................................................... 72
TEACHING TIPS ............................................................................................................. 72
Rubric for Oral Presentation ..............................................................................................................................76
SAMPLE SPEAKING LESSON 1 ............................................................................................................................77
Exercise 1 .......................................................................................................................... 77
Step: A .................................................................................................................................... 77
Step: B ..................................................................................................................................... 77
Step: C ..................................................................................................................................... 77
Exercise 1 .......................................................................................................................... 78
Exercise 2 .......................................................................................................................... 79
SAMPLE LISTENING LESSON 1 ............................................................................................................................79
Listening ........................................................................................................................... 79
Pre-listening: ..................................................................................................................... 79
While Listening:................................................................................................................ 79
Exercise 1 ................................................................................................................................ 79
RESOURCES FOR STUDENTS ..................................................................................... 85
Language for giving Presentations ................................................................................................................... 103
Introduction ..................................................................................................................... 103

DIGITAL RESOURCES FOR TEACHERS .................................................................. 117
Competency 4: Formal and Lexical Aspects of Language .................................................................................. 117
Direct & Indirect Speech.................................................................................................................................. 122
Example: ............................................................................................................................... 126

When I went to her today, she looked at me with her radiant smile. .................................... 126
Identify complex sentences in the text that have the conjunction ‘when’. Note the
punctuation and write five complex sentences of your own using ‘when’. .................... 126
Choose any four subordinating conjunctions from the table above and write 4 more
complex sentences. .............................................................................................................. 126
DIRECT SPEECH ........................................................................................................... 128
INDIRECT SPEECH ....................................................................................................... 128
PRESENT TENSE ......................................................................................................................................... 128
PRESENT SIMPLE changes into PAST SIMPLE ............................................................... 128

PRESENT CONTINUOUS changes into PAST CONTINUOUS ....................................... 128
PRESENT PERFECT changes into PAST PERFECT ......................................................... 128
PRESENT PERFECT CONTINUOUS changes into PAST PERFECT CONTINUOUS ... 128
PAST TENSE ................................................................................................................................................ 128
PAST SIMPLE changes into PAST PERFECT ................................................................... 128

PAST CONTINUOUS changes into PAST PERFECT CONTINUOUS ............................. 129
PAST PERFECT changes into PAST PERFECT (tense does not change) .......................... 129
FUTURE TENSE........................................................................................................................................... 129
FUTURE SIMPLE TENSE- WILL changes into WOULD ................................................. 129

FUTURE CONTINUOUS TENSE- WILL BE changes into WOULD BE ......................... 129
FUTURE PERFECT TENSE- WILL HAVE changes into WOULD HAVE ...................... 129
For Questions: ................................................................................................................ 129
Competency 1: Reading and Thinking Skills
Standard: Students will search for, discover, and understand a variety of text types, both fiction
and non-fiction, through tasks and activities that require multiple reading and thinking
strategies for comprehension, seeking information, relating read texts to real life
situations, fluency, and enjoyment.
Students will develop ethical and social attributes and values relevant in a
multicultural, civilized society.
Benchmarks
S.No. Benchmarks
1.1 Recognize patterns of text organization, and functions of various devices used within a
paragraph in a text.
1.2 Analyse complex processes, procedures, events, issues, and various viewpoints, to apply
reading comprehension and critical thinking strategies for in-depth study of the text.
1.3 Analyse and categorize information from a visual cue or a graphic organizer so as to show
complex processes, procedures, comparisons, contrasts, and cause and effect relationships.
1.4 Analyse short stories, poems and essays; make connections between literary texts and their own
lives.
For details of the SLOs refer to the syllabus document.
TEACHING TIPS
Reading being a receptive (input) skill provides opportunities for language acquisition. Through exposure
to a variety of texts, i.e. narrative, descriptive, process, classification, illustrative, persuasive and analytic,
teachers can enhance the overall language competency of students.
A basic reading lesson comprises of three stages.
1. Pre-reading:
The purpose of this stage is to prepare learners for the language they would be exposed to in the text at
hand.
At this stage of the reading lesson, possible activities can be brainstorming, asking survey question,
general questions pertaining to the text and those based on previous knowledge to enable students to
activate their mental schemas.
For example:
The teacher gets the students to predict the content of a text by using previewing strategies e.g. by looking
at:
 the title and illustrations of the text or
 the title and some words from the text
After the oral discussion the teacher gets students to read / skim through the text to check if their
predictions were correct or not.
The new words that are important for comprehension and cannot be guessed from the context should also
be introduced at this stage along with correct pronunciation.
Varied reading activities like SQ3R (Survey, Question, Read, Recall and Review) should be used to
enhance skills. Prediction is also useful at this stage.
2. While Reading:
This is the main stage where scanning, guessing the meaning from the context, true/false, MCQs,
answering questions and most of the sub-skills are practiced.
The teacher may:
 devise literal and inferential questions to develop the understanding of the text.
 ask for guessing the meanings of new words with the help of prefixes, suffixes and contextual
clues.
 can provide the students with cloze passage (every n word deleted) and get them to predict
the missing word/s.
 C-test may be prepared from the text for students to complete.
 jigsaw reading, a cooperative learning strategy, enables learners to practise reading, speaking
and summarizing skills at the same time.
While practicing the sub-skills of reading teacher should take every opportunity to introduce the text
genre, the language, tone, register, style & vocabulary being used. The organization pattern of the text and
the use of transitional devices for cohesion and coherence must be deliberated.
Teacher should introduce a variety of graphic organizers and get the students to analyse and decide what
the pattern of organization of the text is and what graphic organizer can best represent the text.
3. Post-Reading:
At this stage of the reading lesson, students can be involved in paraphrasing, summary writing, writing a
critical analysis of the text. They may also write compare and contrast texts around two texts written on
the same issue or two different character sketches. Learners may also write a personal response
connecting the text to their own life experiences. Meaningful connections not only broaden students‘
world view but also enhances
For extending learners‘ comprehension beyond the text, they must be assigned topics/projects to exercise
the sub-skill of ‗searching and selecting‘. This helps them to access different print and visual resources to
gather and select information for their assignments.
Carefully select a variety of short stories, poems, and essays etc. which allow students to relate the
content to their own daily life experiences and are appropriate to make meaningful connections.
Learners should be enabled to analyse the generic stages or elements of various texts.
As the learners get involved in intensive and extensive reading, they must be enabled to make connection
of three types with the text; namely: ‗text to text, text to self and text to world‘ [Keene and Zimmerman,
1997].
TEXT TYPES
Texts are organized in a variety of different ways. Learners should be exposed to different texts i.e.
narrative, descriptive, process, classification, illustrative, persuasive and analytic. With each kind of text
they must be told to analyse the tone, theme, register and the organizational pattern. With each text that is
read in class the teacher must design exercises around the text structure to enhance the input. This will
help learners understand the structure and use it when they write a certain kind of text.
For example, the teacher can ask learners to identify the main idea of the text. In order to increase their
skills in identifying the main idea, the students can be asked to:
 give headings to different paragraphs,
 underline the topic sentence with one colour and the supporting details with a different colour,
 supply missing topic sentences to different paragraphs etc.
 identify the type of text by looking at the relationship between topic sentences and supporting
details.
 identify the main ideas of a specific paragraph in the text and supporting details and make
suitable graphic organizers.
 use different graphic organizers to identify and discuss supporting details of the text.
 a list of transition words may also be given to identify the type of text
Exposure to a variety of text with suitable tasks, allows to develop the language needed for a variety of
purposes. It will help them appreciate and understand that different types of contexts require a variety of
vocabulary and structures, and style and expression for effective delivery. Hence, such exposure and
understanding will provide them the needed support in the production of language.
RESOURCES FOR TEACHERS
The following table illustrates some of the text types, the range of purpose or intentions, the examples of
writing of each text type and related graphic organisers that a reader might use. However, the text types,
purposes and examples given below are by no means exhaustive; the purpose of listing them here is to set
the mental-ball rolling.
The teachers must share this resource with students when they introduce a particular kind of text.
S. Text Types Purpose Examples Possible Graphic

No. Organisers
Descriptive To describe a person, Articles in magazines/
object, place newspapers/ on the
1. internet
Brochures
Spider Web
Narrative To entertain, imagine, Stories

enlighten, share
2. Play scripts
experiences
Anecdotes
Autobiographies
Flow Chart
Media accounts of
incidents
Timeline
Expository To provide Informative articles

information or
3. Reports
explanation
Reviews
Tree Chart
Process To explain steps in an Recipes

orderly manner for
4. Manuals
carrying doing/
making something
Flow Chart
Compare and To show the Articles showing
Contrast similarities and advantages/
5. differences disadvantages,
harms/benefits
Advertisements
showing the above
Venn Diagram
Cause and Effect To show how actions Articles showing the

affect consequences impact of certain
6. things
Medical articles
ISHIKAWA
Fishbone Diagram
Interpersonal and To communicate and Dialogues

Transactional share ideas, feelings,
7. Formal and informal
Communication information
notes, e-mails, letters
Forms
A List of Transitional Words and Phrases

This resource is for the teachers. It can be used with any one kind of text and suitable transition words
used in the text. Learners may be asked to identify the transition words used in the text they are reading.
Thus, for example, for instance, namely, to illustrate, in other words, in particular,
Illustration
specifically, such as.
On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in

Contrast contrast, yet, on the one hand, on the other hand, rather, or, nor, conversely, at the
same time, while this may be true.
And, in addition to, furthermore, moreover, besides, than, too, also, both-and, another,
equally important, first, second, etc., again, further, last, finally, not only-but also, as
Addition
well as, in the second place, next, likewise, similarly, in fact, as a result, consequently,
in the same way, for example, for instance, however, thus, therefore, otherwise.
After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at
first, formerly, rarely, usually, another, finally, soon, meanwhile, at the same time, for
Time a minute, hour, day, etc., during the morning, day, week, etc., most important, later,
ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously,
in the meantime, immediately, eventually, concurrently, simultaneously.
At the left, at the right, in the center, on the side, along the edge, on top, below,
beneath, under, around, above, over, straight ahead, at the top, at the bottom,
Space surrounding, opposite, at the rear, at the front, in front of, beside, behind, next to,
nearby, in the distance, beyond, in the forefront, in the foreground, within sight, out of
sight, across, under, nearer, adjacent, in the background.
Although, at any rate, at least, still, though, even though, granted that, while it may be
Concession
true, in spite of, of course.
Similarities or
Similarly, likewise, analogous to, in the same way,
Comparison
Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again,
Emphasis
besides, also, furthermore, in addition.
Specifically, especially, in particular, to explain, to list, to enumerate, in detail,

Details
namely, including.
For example, for instance, to illustrate, thus, in other words, as an illustration, in

Examples
particular.
So that, with the result that, thus, consequently, hence, accordingly, for this reason,
Consequence
therefore, so, because, since, due to, as a result, in other words, then.
Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result,

Summary
accordingly.
Suggestion For this purpose, to this end, with this in mind, with this purpose in mind, therefore.
Sample Reading Unit 1

READING COMPREHENSION
Pre-Reading
The title of the text is: The Last Sermon of the Holy Prophet (Peace be upon him). Now
answer the following questions:
i. How would you define a good human being?
ii. What does Islam teach us about being a good Muslim?
iii. Do you think that the Muslims of Pakistan are following all the teachings of Islam?
iv. In your opinion, in what way are they following/ not following the teachings of
Islam?
Reading Text Hazrat Muhammad
(Peace be upon
him) always cared
for the poor and
The Last Sermon of the Holy Prophet
needy, the widows,
(peace be upon him) the orphans, the
slaves and the
powerless people.
Our Holy Prophet, Hazrat Muhammad (peace be upon In all things he was
him), is the last of the prophets. He was born in 571 AD a practical person.
(570 AD according to some historians) at Makkah. He
belonged to the noble family of Quraish. The Quraish James A. Michener
used to worship idols and did not believe in one God.
Hazrat Muhammad
Hazrat Muhammad (peace be upon him), asked the
(Peace be upon him)
Quraish not to worship their false gods. He told them
would be acceptable
that he was the Prophet of God and asked them to
to the Europe of
accept Islam and to worship the One and only true God.
tomorrow as he is
Most of them refused to accept Islam. They thought that
beginning to be
he was against their gods and their ancestors. They
acceptable to the
opposed this new faith and their bitter opposition to
Europe of today.
Islam became so fierce that the Prophet (peace be upon
him) had to ask the believers to migrate to Medina. In George Bernard Shaw
622 AD the Prophet (peace be upon him) himself, accompanied (famous Irish
by his faithful friend, Hazrat Abu Bakr, migrated to Medina. This
playwright and Nobel
Hazrat
event is known in history as the “Hijra”. Prize winner)
Muhammad
In Medina, the prophet (peace be upon him) founded an Islamic (Peace be upon
Society, based on three principles: all power belongs to God, him) is on the
Muhammad (peace be upon him) is His Prophet, and all Muslims top of the list of
are brothers to one another. He raised women from the status of the world’s
chattels and granted them many legal rights. For the first time in most influential
history, he promoted universal human brotherhood and made it persons and he
a principle of common law. The Holy Quran was his key source of was the only
support and guidance in all this work. man in history
who was Prophet
supremelyMuhammad
successful.
(Peace Be
upon
Michael H. HartHim)
was the
right person
who ruled
the Arabs
without any
In the 10th year of Hijra, the Prophet (peace be upon him), together with his followers,
went to perform Hajj at Makkah. On this historic occasion, he addressed a very large
gathering of Muslims on Mount Arafat. This address proved to be his last sermon. In this
sermon, he once again repeated, the message of Islam. He said:
“There is no God except Allah. He is the only God. None shares His authority and power.
He fulfilled His promise and helped His Prophet against the forces of evil.“
“O people! Listen to me carefully. We may not have the opportunity to meet again in
such an assembly after today”. He quoted a verse from the Holy Quran and said, “Allah
says ‘O mankind! We created you from a male and female and made you into tribes and
nations so as to be known one from the other’. And in the eyes of Allah, the most
righteous is the most honourable among you. In the light of this verse no Arab is
superior to a non-Arab. Nor is a white man in any way better than a black man. Only the
goodness of a person makes him superior to others. The whole of humanity is the
offspring of Adam, and Adam was created from dust. I, therefore, crush under my feet
all the false claims to greatness and superiority founded on blood or wealth.”
He further said, “O people! A Muslim is another Muslim’s brother and all Muslims are
brothers among themselves.”
Finally he said, “I have given you the message of Allah. I am leaving among you a thing,
which will guide you. If you act according to it, you will never go wrong. This is the Holy
Book of Allah.”
Although the Prophet (peace be upon him) is no more with us physically, we have the
Holy Quran to give us guidance. We should read it daily and try to understand what it
teaches. If we make a habit of acting according to its teachings, we will very soon
achieve our former greatness in the world.
Quotes adapted from: What non-Muslim scholars have said about Prophet Muhammad
(peace be upon him):
http://gainpeace.com/index.php?option=com_content&view=article&id=63:what-non-
muslim-scholars-said-about-prophet-muhammed-peace-be-upon-
him&catid=41&Itemid=105
While Reading
Exercise 1
Read the text and tick (√) the main message of the Last Sermon,as given in the text,
from the optionsgiven below.
i. Qualities of a good human being
ii. Policy of humanity
iii. All human beings are equal
iv. Universal brotherhood
Vocabulary
Exercise 2
Work in pairs, find the following words in the text and underline them. Try and guess
what the words mean by reading some of the text before the words and after them.
Once you have guessed the meaning of all the words, check their meanings from the
glossary given at the end of the book.
ancestors bitter fierce migrate chattels legal

promoted sermon opportunity assembly righteous
honourable offspring superiority founded
Exercise 3
Work individually, choose any five words from the list above and use them in your own
sentences. Write these sentences in your notebook.
Once you have finished writing, exchange your copy with your partner, read each
other’s sentences and give feedback.
Exercise 4
Read the text and answer the following questions by circling the right answer.
1. How did the Quraish treat the Holy Prophet (Peace be upon him)?
a. They favored him
b. They opposed him
c. They loved him
d. They criticized him
2. When did the Holy Prophet (Peace be upon him) migrate to Medina?
a. In 620 A.D.
b. In 621 A.D.
c. In 622 A.D.
d. In 623 A.D.
3. Where did the Holy Prophet (Peace be upon him) establish an Islamic Society?
a. In Makkah.
b. In Medina.
c. In Hudebia.
d. In Arafat.
4. Where did the Holy Prophet (Peace be upon him) deliver his last sermon?
a. At the Cave of Hira.
b. At Mount Arafat.
c. At Jabal-e- Rehmat.
d. At Hudebia.
5. When did the Holy Prophet (Peace be upon him) perform his last Hajj?
a. In the 06th Year of Hijra.
b. In the 08th Year of Hijra.
c. In the 10th Year of Hijra.
d. In the 12th Year of Hijra.
Exercise 5
Read the text and find out whether the statements are wrong or right. Write R in the
given blanks if they are right and W if they are wrong. One has been done as an
example.
S.No. Statements Right Wrong
1. The Holy Prophet (Peace be upon Him) loved T
humanity.
2. The Quraish did not accept Islam easily.
3. The Holy Prophet migrated to Medina in 630 A.D.
4. The Holy Prophet established an Islamic society
based on five principles.
5. Women were given many legal rights.
6. An Arab is superior to a non-Arab.
7. The Holy Prophet (Peace be upon him) addressed
such a large gathering of Muslims for the last
time at Arafat.
8. Islam has different laws for the black and for the
white.
9. All human beings are children of Adam and Adam
was created from dust.
10. Muslims achieved greatness in the past..
Post Reading
Exercise 6
The following statements are based on what different non Muslim scholars have said
about or Prophet Muhammad (peace be upon him). Read the quotes and find out which
scholar has said these things about him. Write the name of the scholar in the blank. The
first one has been done as an example.
After you hav completed, discuss your answers with your partner.
1. He ruled the Arabs without any support. Rev Bosworth Smith
2. The future people of Europe will accept him. ________________
3. He is the most successful man in history. ________________
4. He did everything in a practical manner. ________________
5. He spoke very sweetly. ________________
6. He always cared for those who were weak and needy. ________________
7. He protected his people. ________________
8. At present, the people of Europe are beginning to accept him.________________
9. He was the right person for ruling the Arabs. ________________
10. He is the world’s most influential person. ________________
Exercise 7
The following table has some facts about the Last Sermon of the Holy Prophet (peace be
upon him) and some key messages. The first part of the sentence is given in column A
and the second part is given in column B, in a jumbled order. Match the part in column
A with the correct part in column B and write the answer in the Answer column. The
S.No. Column A Column B Answer

1. He told the people that Allah a) to what he was about to say. 1 f
considered only those people as
honourable
2. He told the gathering that all b) that were based on blood and
Muslims were tied to each other wealth.
3. The only thing that made one c) to address such a large
person better than the other gathering again.
4. He then said that all human beings d) and if they follow it they will
were Adam’s children always remain on the right path.
5. The Prophet (peace be upon e) nor was any white person
him)addressed a large gathering of better than a black one.
Muslims
6. Therefore, he rejected all claims to f) who led a righteous life.
superiority
7. He, therefore, asked the people to g) in the bond of brotherhood.
pay careful attention
8. He finally said that he was leaving h) when he went to perform Hajj
the Holy Quran for their guidance in the 10thyear of Hijra.
9. He told the people to that he may i) and Adam was made from
not be able dust.
10. He further said that no Arab was j) was the goodness with which
better than a non Arab they led their lives.
Exercise 8
After you have completed Exercise 5, compare your answers with your partner. Make
any corrections that are needed.
Next, work in pairs, read the text and put the sentences in the order that they appear in
the text; for example, sentence number 5 will be the first sentence. After you have
decided on the order of the sentences, write them in the correct order in the form of a
paragraph, in your notebooks.
Exercise 9
Work in groups of three, and orally discuss the following questions.
After you have discussed all the questions, write the answers in your notebook.
1. How did Islam support women?

2. Why do the non-Muslim scholars have a high regard for the Holy Prophet (Peace Be
upon Him)?
3. What teachings, as described, in the Last Sermon of the Holy Prophet (Peace Be
upon Him), should we practice in our daily life?
4. How can we apply these teachings to strengthen our society?
5. Write any five bad practices that we have adopted which are against the teachings of
the last sermon of the Holy Prophet (Peace be upon him).
Sample Reading Lesson 2:
Pre- Reading
Work in pairs and answer the following questions.
Look at the title and answer the following questions:
1. What do you think the lesson will be about?
2. Can you think of names of some famous women of the past in Pakistan?
3. Can you think of some names of women who have recently achieved fame in
Pakistan?
4. Read the names of the women given in the table below and tick the smiling face
column if you have heard of them or the sad face if you don‘t know about them.
Famous Women of Pakistan

Fatima Jinnah
Lady Sughra Hidayatullah
Lady Nusrat Haroon
Anita Ghulam Ali
Samina Baig
Bilquis Edhi
Begum Jahan Ara Shahnawaz
Ra‘ana Liaquat Ali Khan
Bi Aman
Rosheen Khan
Reading Text
The Role of Women in the Pakistan Movement and in Recent Times
Sana sat silently on the last bench of her classroom, reflecting on the possibilities of
gathering information about the famous women of Pakistan for her social studies
assignment. Aliya sat with her, noticing a confused expression on her face. She asked,
―Sana, what are you worried about?‖
―Aliya, I don‘t have a computer! How will I gather the information?‖ Sana replied.
―Don‘t worry! All of us will sit together during the recess and divide the task amongst
ourselves. You can bring the information from the school library‖.
―Yes! I can do that!‖ Sana nodded excitedly. Aliya smiled.
During the recess, the members of Sana‘s group took their lunch boxes and sat under the
tall, shady, neem tree, which was their favourite spot. The group leader, Aliya, started off
like an expert planner.
―Do you remember our science teacher taught us a problem-solving tool, called
IDEAL?‖
Sameer and Ahmad recalled, ―Oh yes we do.‖
Sana inquired, ―Which tool?‖
Aliya drew it on the mud with a stick, ―This one Sana.‖
―But this one was for science!‖
―So what?‖ said Ahmed.
Sameer explained, ―Sana, it‘s a tool for solving all kinds of problems and for planning
too.‖
Aliya continued, ―First of all, we identify what the problem is. Then, we define what
exactly we want to do to solve the problem. Next, we try and find out as much as we can
about how to solve it. After that, we take the best possible action to try and solve it.
Finally, we look back to see whether the problem has been solved or not.‖
―So,‖ said Hania, ―Our problem is doing the assignment for which we need to find
information from different sources.‖
―Exactly,‖ said Aliya. ―We also need to decide who will do what and then prepare and
give our presentation.‖
Next, Aliya told everyone to brainstorm and make a list of the women that they
would like to work on. Everyone took out a sheet of paper and worked together.
After a lot of discussion, they finalized six names.
Sana said, ―I will bring information on Fatima Jinnah from the library books.‖
Sameer said, ―My elder brother, Waqar bhai, has a laptop so I can bring information from
the internet.‖
Aliya suddenly realized that Razia was sitting quietly and had not shared her opinions
with the group.
Aliya asked her, ―Razia what about you, which source can you access?‖
Razia replied shyly, ―My father sells newspapers. I will ask him to bring old
and new newspapers for this assignment.‖
―That would be great!‖ everyone exclaimed simultaneously.
―I will use my uncle‘s smart phone to gather the required information,‖ said Ahmad.
―What is a smart phone? How will you search information on a phone?‖ asked
Sana.
―It‘s a mobile phone that has a touch screen instead of a keyboard for
performing different tasks and we can use internet on it also,‖ explained Ahmad
with actions.
Aliya informed that her mother had a big collection of magazines – she would
use them for this assignment.
Hania said that she too would get information from some journals and books.
Finally, they divided the list of the famous women amongst themselves and agreed
to meet again with the information on the following Monday.
In the next meeting, they shared their material and rehearsed their presentations.
On the project day, they had a marvellous presentation because the group
members had done their jobs very well.
Below is the information that they had gathered through the various media
sources.
Famous Pakistani Women

Mohtarma Fatima Jinnah (1893-1969)
She was Quaid-e-Azam Mohammad Ali Jinnah‘s younger sister.

She helped him in the struggle for the establishment of Pakistan.
She left dentistry to live with her brother and support him. Her
support continued for about 28 years, including the last
nineteen, tiring years of his life.Through her, the Muslim
women of the subcontinent were able to interview Mohammad
Ali Jinnah and seek his guidance. The grateful nation gave her
the title of Madr-e-Millat which means ‗Mother of the Nation‘.
Source: Library Books
Presenter: Sana
Begum Ra’ana Liaquat Ali Khan (1905-1990)
She worked as an honorary secretary and typist toher

husband, Liaquat Ali Khan, because at that time the Muslim
League could not afford the salary of a secretary. She
arranged meetings of the Muslim League women with the
wife and daughter of the Viceroy so that they could explain
issues and problems related to Muslim women. She also
organized the Muslim voluntary service and, later, the
women‘s National Guards, consisting of three battalions with
2400 girls, in which, she herself held the rank of a Brigadier.
Source: Internet (laptop)
Presenter: Sameer
Begum Jahan Ara Shahnawaz (1896-1979)
She represented the Muslim women at the three Round Table

Conferences held in London. She was the first woman to make a
speech in London‘s Guild Hall. She also travelled widely and
explained to the people of other countries, why the Muslims in
India wanted a separate state.
Source: Newspapers
Presenter: Razia
Dr. Shams Abbasi (1924-2011)
She was the former director of the Bureau of Curriculum, Sindh,

and the Education Department. She became the principal of the
Zubaida Government College for Women in Hyderabad, which
was the only women‘s college at that time. She also authored 22
books in English. Her contribution towards the education of girls
in the remote areas of Sindh is remarkable. She established a school
too.
Source: Magazines
Presenter: Hania
Anita Ghulam Ali (1934-2014)
She was one of the most famous teachers of Pakistan. She

served twice as the Sindh Minister of Education, in addition to
being the Minister of Culture, Science, Technology, Youth and
Sports.
She was a popular newscaster of the English news. Many
articles and books were also written by her. Above all, she
received the Pride of Performance and Sitara-e-Imtiaz for her life
time contribution to Education. She passed away in 2014.
Source: Internet Smart Phone
Presenter: Ahmad
Bilquis Bano Edhi (1947)
She is a philanthropist who is also trained as a professional

nurse. She is the widow of Abdul Sattar Edhi who was a
renowned social worker. She now heads the Edhi foundation
which provides nationwide support and care to the public, such
as shelter homes and ambulance services.
She has received Hilal-e-Imtiaz from the government of
Pakistan in recognition of her tireless efforts for the betterment of
the society. She has also been named the mother of Pakistan.
Source:Magazines
Presenter: Aliya
After the presentations the teacher invited everyone to comment on the presentations.
Sadia stood up and commented that the information about these women inspired her to
dream big and work for the nation. The teacher appreciated the effort the students had put
in and asked a few students to share their future dreams with the class.
Maryam happily informed her friends that she wanted to be an educationist like Anita
Ghulam Ali, Dr. Shams, and her grandmother, who was also an educationist. She
expressed her wish to work for the improvement of female education. Upon hearing
Maryam‘s dream her friend Hira raised her hand and asked the teacher if she could also
talk about her plans. The teacher nodded. Hira began telling her class fellows that she
wanted to be a philanthropist like Bilquis Edhi. Moreover, she shared that she wanted to
protect girls from all troubles. Daniyal added that, like Abdul Sattar Edhi, he would like
to help all human beings in trouble/
The teacher was very happy to see the enthusiasm of the future leaders of the country.
Note for teachers: Explain the importance of National Guards. National guards are a reserved paramilitary force to
safeguard the nation.
While Reading
Exercise 1
i. How many students were there in Sana‘s group? Name them.
ii. How many famous women of Pakistan are mentioned in the text?Write their
names in the order of appearance in the text.
iii. How many students shared their dreams at the end of the presentations? Write
down their names.
Vocabulary
Exercise 2
Work in pairs, find the following words in the text and underline them. Try and guess
what the words mean by reading some of the text before and after the words. Once you
have guessed the meaning of all the words, check their meanings from the glossary
given at the end of the book.
reflecting opinions access simultaneously rehearsed

contribution philanthropist renowned recognition
tireless inspired enthusiasm
utensils hospitality cunning (add in glossary)

Exercise 3
Work individually, choose any five words from the list above and use them in your own
sentences. Write these sentences in your notebook.
Once you have finished writing, exchange your copy with your partner, read each
other’s sentences and give feedback.
Exercise 4
Do you remember what each letter stands for in the IDEAL problem solving tool and
what it means? Read the text and complete the following statements. Write all the five
complete statements in your notebook. The first one has been done as an example.
I stands for Identify. Here we identify the problem.
D stands for __________. Here we _________________________.
E stands for __________. Here we _________________________.
A stands for __________. Here we _________________________.
L stands for __________. Here we _________________________.
Exercise 5
Read the text and tick the correct answer.
a) Which of the following sources of information were not used by the students
in the text?
i. Laptop and internet
ii. Newspapers and magazines
iii. Books and smart phone
iv. Radio and television (TV)
b) Madr-e-Millat means:
i. Leader of Asia
ii. Leader of the nation
iii. Mother of the nation
iv. Pride of the nation
c) The first woman who represented the Muslim women in three round table
conferences in London was:
i. Begum Jahan Ara Shahnawaz
ii. Bilquis Edhi
iii. Geti Ara Bashir
iv. Ra‘ana Liaquat Ali Khan
d) Bilquis Edhi was awarded:
i. Hilal-e-Imtiaz
ii. Nishan-e-Haider
iii. Sitara-e-Imtiaz
iv. Sitara-e-Jura‘at
e) Professor Anita Ghulam Ali was appointed twice as a minister of:

i. Culture
ii. Education
iii. Science and Technology
iv. Youth and Sports
Post Reading
Exercise 6
Read the initial part of the text and write short answers to the following questions in your
notebook.
i. What was the topic of the assignment?
ii. Which subject was the assignment related to?
iii. Who taught the students the problem solving tool called ‗IDEAL‘?
iv. Who was the group leader?
v. Whose brother had a laptop?
vi. Who had a collection of magazines?
vii. Who opted to search for information on Ra‘ana Liaquat Ali?
viii. Which media resource did Ahmad use?
ix. Why was it easy for Razia to gather information from the newspapers?
x. What do you think about the relationship and working of Aliya‘s group?
Exercise 7
Rearrange the names of the personalities in a chronological order (chronological order
means arranging events in the order of time).
Name Year Year of Chronological order Chronological order
of birth death by year of birth by year of death
Dr. Shams Abbasi 1924 2011 4 4
Fatima Jinnah
Bilquis Bano Edhi
Anita Ghulam Ali
Begum Jahan Ara

Shahnawaz
Ra‘ana Liaquat Ali Khan
Exercise 8
Work in pairs and orally complete the following statements by giving reasons. After you
have discussed all the statements, write the complete sentences in your notebook. The
i. Sana was worried because she did not have a computer for gathering information.
ii. Aliya suggested that they use that IDEAL tool because _____________________.
iii. The Muslim women benefitted from Fatima Jinnah‘s support because
_____________________.
iv. Begum Rana Liaquat Ali worked as a secretary because ____________________.
v. Begum Jahan Ara could explain Muslims‘ point of view to people in many
countries because _____________________.
vi. Dr. Shams Abbasi is remembered by many because _____________________.
vii. Professor Anita Ghulam Ali was awarded the Pride of Performance and Sitara-e-
Imtiaz because _____________________.
viii. Bilquis Edhi has received the Hilal-e-Imtiaz award because _________________.
ix. Maryam said that she wanted to be an educationist because __________________.
x. Daniyal said that he wanted to be like Abdul Sattar Edhibecause _____________.
Exercise 9
What are your aims and aspirations about your future? Which area of community
development are you interested in and why? Write in your notebook.
Sample Reading Unit 3:
Pre Reading
Work in groups of three and write down at least five health related problems that
people in your areaface. Also, list down what steps should the people take to protect
themselves from some of these problems.
Write these in your notebook in the format given below.
HEALTH PROBLEMS
Problem 1 Steps for protection:
Reading Text
Health Problems Caused by Mosquitoes
Malaria, dengue, and chikungunya, all three diseases are spread by mosquitoes. The
symptoms of all these diseases are so similar that it can be quite difficult to identify them
for sure without laboratory testing. But it is important to find out what the exact disease is
for it to be properly treated. Let us try and understand something about the causes, signs
and symptoms, similarities and differences, and the prevention of these diseases.
Malaria
Causes
Malaria is caused by plasmodium, a single-celled parasite, often transmitted by infected
mosquitoes. It is injected into a person’s circulatory system through the saliva of the
mosquito.
The parasite infects the red blood cells until they burst. Then, the newly developed
plasmodium from the burst red blood cells spreads and infects more red blood cells
throughout the body, thus killing all the cells. This can lead to severe liver infection.
Sometimes the infected red blood cells become "stickier" than usual and clot easily,
which can lead to stoppage of blood flow to the brain causing cerebral malaria.
Signs and symptoms

Malaria is recognised through high fever. The temperature may reach as high as 40 °C
(104 °F). Fever is often accompanied by chills, and may also include sweating. Patients
may also suffer from constipation, kidney dysfunction and disorientation.
Dengue
Causes
There are four types of dengue viruses, all of which are spread by mosquitoes. An
infected mosquito spreads the virus through its saliva when it bites. Dengue can also be
transmitted from one human to another. For example, infected blood used in a blood
transfusion can cause dengue. Even organ donation and mother to child transmission
can lead to it.
Once the virus enters the body it circulates around the body, attacking white blood cells
and other antibodies, thus affecting the immune system. The virus further replicates
within the cell until the cell bursts and dies. The death of the white blood cells results in
leakage of other fluids from the cells, leading to low protein, fluid in the lungs and in the
stomach area, low blood pressure, shock, and eventually death.
Signs and symptoms
High fever is followed by severe body pain. Pain behind the eyes and decreased urine
output is also common. Dengue-related eye pain often increases with bright light.
Patients may also feel respiratory difficulties and intense headache. As the fever
decreases, skin rashes may start to appear.
Another symptom is excessive bleeding, as the virus attacks the capillaries, the smallest
blood vessels in the body. When the capillaries burst, blood escapes to outside the
blood stream. In severe cases, bleeding is common in the nose and gums. The loss of
blood can lead to decreased blood pressure, and eventually lead to internal bleeding,
shock, and death.
Chikungunya
Causes
This virus is also transmitted through mosquitoes. These mosquitoes live and breed near
stagnant or polluted water and infect humans with their bite. Although the disease is not
contagious, it can spread from an infected person to others if the mosquito feeds on the
infected person first and then bites other people.
The chikungunya virus infects the muscle cells of the body. It stays there and reproduces
until the cell dies. It then finds a new host cell to infect.
Signs and symptoms
Chikungunya usually attacks the muscles, joints, skin, connective tissues, and even the
central nervous system. It is usually accompanied by fever and skin rash. The skin rashes
are almost identical to the dengue rashes. The patients may also suffer from headache,
nausea and vomiting. Because the virus destroys cells in the muscles and joints, patients
experience muscle weakness and joint pain, which can be severe. Partial loss of taste is
also reported by many chikungunya patients.
The disease is rarely fatal and the virus remains in the system for 5-7 days. Once one
recovers from this infection one is immune to it for the rest of one‘s life.
Similarities and Differences in the Signs and Symptoms of the Three Diseases
The chikungunya virus is transmitted by the same mosquitoes that spread the dengue
virus. Both chikungunya and dengue have almost identical symptoms and disease
processes; so much so that one can be mistaken for the other. Both display joint pain;
however, joint pain and inflammation caused by chikungunya are more intense and
pronounced. On the other hand, low platelet count, high bleeding risk, and pain behind
the eyes are the main symptoms of dengue.
The main symptoms of malaria are chills/shivering, followed by fever/sweating. These
symptoms usually occur every two days.
Prevention
Since there are no vaccines or medical ways to prevent these diseases, here are a few
useful suggestions for protecting oneself from these diseases:
 Take extra precaution from dawn to dusk
 Wear clothes that will keep you fully covered
 Use net coverings
 Live in hygienic surroundings
 Ensure that there is no stagnant water,whether clean or dirty, in your locality, not
even in uncovered buckets, pots, cans or other things
 Apply mosquito repellent lotion
 Take precautions while travelling
 Seek medical help as soon as possible
All these diseases, that is, malaria, dengue and chikungunya affect a person’s health.
They affect the quality of one’s work because it takes some time to recover from the
weakness caused by them. Since they are all preventable and curable, it is important
that we take all possible steps to protect ourselves and our family from these diseases.
Moreover, we should seek immediate medical help if we observe symptoms of these
diseases because the earlier they are treated the quicker is the recovery.
While Reading
Exercise 1
Tick the right answer. The text is about
a) The life cycle of a mosquito
b) Different kinds of dangerous mosquitoes
c) Diseases caused by mosquitoes
d) Use of pesticides for mosquito control
Exercise 2
Circle the diseases mentioned in the text
Vocabulary
Exercise 3
Read the text. Find the following words and underline them.
Next, work with a partner and try to guess their meanings from the context. After you
have discussed the meanings of all these words, check your answers from the glossary
given at the end of this book.
parasite transmitted saliva clot chills constipation
dysfunction disorientation transfusion antibodies immune
respiratory stagnant contagious identical nausea fatal
identical display inflammation intense pronounced
Exercise 4
Work in pairs and see how many of these words you can use in your own sentences. You
should use at least one word from each section.
Post Reading
Exercise 5
Read the text and select the correct answer from the options given.
1. It is important to find out what the exact disease is so that
a. the patient can rest
b. we can tell everyone about it
c. it can betreated properly
d. the patient can decide what to do
2. The malaria parasite attacks the
a. white blood cells
b. brain
c. stomach
d. red blood cells
3. Once the dengue virus enters the system it affects the
a. immune system
b. digestive system
c. circulatory system
d. nervous system
4. In severe cases of dengue bleeding may occur in the
a. eyes and ears
b. brain
c. stomach and intestine
d. gums and nose
5. Chikungunya patients usually have fever with

a. shivering
b. rashes
c. bleeding
d. chills
Exercise 6
Read the text and complete the following table in your notebooks.
Source(s) of Organs/ Cells
Disease Symptoms
Transmission Attacked
Exercise 7
Answer the following questions:
1. What are the most common illnesses due to mosquito bite?
2. Which specific part of the body becomes highly infected in Cerebral Malaria?
3. What can lead to severe liver infection when one has malaria?
4. How is the immune system affected through dengue?
5. How often can one get infected with chikungunya? Why?
6. Which two of the three diseases mentioned have similar symptoms? What are
these?
7. Does one have fever and chills all the time when one has malaria?
8. How do these diseases affect our life?
9. How can we protect ourselves from these three diseases?
10. What should we do if we want to recover quickly from these diseases?
Exercise 8
You have heard on the news about the spread of malaria, dengue and chikungunya in
the nearby villages. You talk to your classmates and all of you decide to launch a
campaign in your area to create awareness about these diseases. What will you do?
Work in groups of three. Each group should develop a flow chart of one disease:
malaria/ chikungunya/ dengue that will help you create awareness amongst your friends
and neighbours about the diseases. Make sure that almost an equal number of groups
work on each disease. You can follow the flow chart given below.
Sample Reading Unit 4:
Pre-reading
Think of five professions that you think are interesting and write them down in the table
given below. Give reasons why you think they are interesting. These may not necessarily
be the profession that you might choose to follow.
Malaria cause(s) symptoms prevention advice

Interesting Why are they
Professions interesting?
Now, work in groups of three and tell each other which professions you think are
interesting and why.
The title of the text is Chasing Dreams. A brother and a sister in the story had a dream
of becoming something; guess what they wanted to become.
Reading Text
Chasing Dreams
Jameel entered the courtyard in front of the shabby mud house, walked lazily and
collapsed on the charpoy in the middle of the yard, under the cool moonlit sky. Looking
at Jameel, his father kept his cup of tea on the table and dragged his charpoy close to his
and asked, “What’sthe matter, son?You seem upset.”
“No, father. Everything is fine.”
“You don’t seem ok. Let’s have dinner then we will talk about it.”
Jameel’s mother and Aunt Sadhoori, an old family friend, came out of the kitchen with a
tray of food and a jug full of water.His sister, Sara, and brother, Khalid, picked the table
and brought it close to their charpoy. Everybody sat around the table and started eating.
Jameel did not move. His father asked him to get up and have dinner. Reluctantly, he
got up and started eating. Everybody noticed that Jameel was upset. They cast sidelong
looks at him while eating but did not say anything.
As soon as theyhad finished eating and the dishes had been taken away to the kitchen,
his mother asked, “Has your result been announced, Jameel? What grade did you get?”
In a sad tone he informed everyone that he had achieved a good grade.
“So, why are you sad? Has Sara passed?” askedhis father.
“Yes. In fact, Sara has got more marks than me.”
“Why didn’t you tell me before? I was so worried,” Sara complained.
“Sorry, Sara, I was preoccupied with my own thoughts about the future. You see, you
don’t have to worry about your career the same way that I do.”
“What do you mean?” Khalid interrupted.
“She is a girl. She doesn’t have to worry about supporting her family. Only men have to
worry about earning for their families,” Jameel commented.
“Come on Jameel! We don’t get education only for earning money. We do it for
improving ourselves and both males and females need it equally. Our Prophet has said
thatseeking knowledge is obligatory for every male and female,” Khalid explained.
Jameel felt ashamed, “Yes you are right.I agree with you.”
“I still don’t understand why you are so worried,” commentedfather.
“Father, there is no college in our village or any other village around ours. The only
college where I can go is 50 miles away, in the city. It seems impossible that I can
continue my studies although I had dreamed that I would become a doctor and open a
hospital here for the villagers, as they cannot afford to go to the city hospital.
Remember, how Uncle Sarmast died last year only because he could not be taken to the
hospital on time?” Jameel said.
His mother quoted a Sindhi couplet which meant ‘Where there is a will there is a way.
Distances are to be covered.’ She then said, “We can ask Allah Bachayo, to take you to
the city in his horse cart.”
Aunt Sadhoori, who had been listening to the whole conversation said, “I have a
suggestion. You people have done so much for me, I think now it’s my turn to return the
favour. Jameel and Sara can easily come and live with me in the city and study in the
college.”
“Really! Can I really go and study in the city?” Sara exclaimed.
“Jameel can go but Sara should stay here and help her mother,” said father.
Sara quickly wiped the tear that had rolled down her cheek. She didn’t want her father
to know her feelings. However, Khalid noticed her emotions and said, ―Father, don‘t
worry about the expenses. Let them both go.‖
―There is a big medical college as well in our city. Later, both of you can easily continue
your studies there and fulfil your dreams,‖ continued Aunt Sadhoori, addressing Jameel
and Sara.
―Wow! I will also be a doctor and work at Jameel‘s hospital! Wonderful!‖
In spite of his worries about managing finances for both of them, father smiled.
Soon, both of them went to the city with Aunt Sadhoori. Living in the city, attending
college and then the medical college was not a bed of roses. Both siblings had to work
extremely hard to pass all the exams in the first go. They could not afford to fail in any
subject.
To meet the expenses, both of them gave tuitions to the neighbourhood children. Their
parents never let them know the problems they faced during all this time. In the fourth
year, father and Khalid had to sell a big piece of fertile land to pay their fee. The whole
family bore the hardships because they wanted their children to realize their dreams and
to work for the betterment of the villagers.
Twelve Years Later
―Uncle Noorali, you should not eat rice, potatoes and sugar,‘ Jameel advised his patient
politely.
―Ok, son, I will follow your advice.‖ Jameel held the old man‘s weathered hand and
helped him walk outside the impressive hospital building, standing against the backdrop
of lush green fields. For a moment he looked up at the embodiment of his dreams.
He asked Allah Dinno, ‗Are there any more patients?‘
―No, there are no more patients,‖ replied Allah Dinno.
―Ok, then call Dr. Sara so that we can go to the neighbouring villages and examine the
patients there.‖
After visiting two nearby villages, Jameel dropped Sara at her house, where her two
young children were waiting for her. Jameel was very happy because Sara had hosted a
successful seminar for the village women and guided them to improve their personal and
family health and hygiene. He then drove home in his small green jeep, satisfied with the
day‘s work.
―Come on, let‘s have lunch,‖ said his wife, with a beaming smile.
―Lunch? You mean you people have not had lunch as yet?‖ he exclaimed.
―No, we were waiting for you,‘ said his parents, simultaneously.
―Ok, then let‘s have lunch together.‖ Everyone washed their hands one by one and moved
towards the dining table.
At night, Jameel lay on his charpoy in the middle of the yard, under the cool moonlit sky,
and thought about the long journey of his life and all the hardships that he, his sister Sara,
and their family had borne to fulfil their dreams. He felt truly grateful and blessed.
Author: Rahila Waqar
While Reading
Exercise 1
Read the text and write the answers to the following questions in your notebooks.
1. How many characters are there in the story?
2. Write their names.
Exercise 2
Read the text and find out who said the following words? Compare your answers with
your partner.
Dialogue Speaker
1. You don‘t seem ok. Let‘s have dinner then we will talk about it.
2. Only men have to worry about earning for their families.
3. We don‘t get education only for earning money.
4. Can I really go and study in the city?
5. Jameel can go but Sara should stay here and help her mother.
6. We can ask Allah Bachayo, to take you to the city in his horse
cart.
7. You people have done so much for me, I think now it‘s my turn
to return the favour.
8. Ok, son, I will follow your advice.
9. No, there are no more patients.
10. Come on, let‘s have lunch.
Vocabulary
Exercise 3
Work in pairs. Read the text and underline the following words. Discuss and guess their
meanings. After you have guessed all the meanings, check out your answers from the
glossary given at the end of the book.
shabby collapsed reluctantly preoccupied realize weathered
backdrop impressive embodiment hosted borne grateful
blessed
Exercise 4
Fill in the blanks with the words from the box.
dragged collapsed thumped extremely
finance ecstatic shabby weathered
The old woman pulled the heavy suitcase slowly towards the door. She
____________ at the door with her ______________ fist. She could hear her
grandchildren shouting, ‗Dadi has come!‘ She smiled and searched for the sweets she
had bought from a ___________ wooden stall at the corner of the street. She held
them in her hand. The door opened and the __________ excited children jumped out
hugging her from all sides, ‗Assalamo Alaikum Dadi Jan!‘
‗Wa Alaikum Assalam my darlings.‘
The eldest of them, Ahmed, took the bag from her and ___________ it inside.
Grandma ___________ on the bed because she was extremely tired. All the siblings
gathered around her and bombarded her with questions. She tried to answer their
questions while distributing sweets. She felt ______________ to have so much love
from her grandchildren.
Exercise 5
Write short answers to the following questions in your notebook.
1. What type of house did Jameel have?
2. What was Jameel‘s father doing when he came home?
3. Where did the family have dinner?
4. Had Jameel and Sara passed the examination?
5. Where did Jameel and Sara go to study?
6. Where did they live?
7. Who was Khalid?
8. Where did they build the hospital?
9. How many children did Sara have?
10. Which vehicle did they travel in?
Exercise 6
State whether the statements given below are true or false. Correct the false statements.
1. Jameel dragged his charpoy near his father‘s table.
2. The family discussed Jameel‘s problem after dinner.
3. Aunt Sadhoorilived with her brother.
4. Sara failed in the examination.
5. Education is required only for earning money.
6. Jameel and Sara had the same dream.
7. There were three more patients that Sara had to see.
8. The hospital building was beautiful.
Post Reading
Exercise 7Answer the following questions
1. Why do you think nobody spoke while eating dinner?
2. Why was Jameel upset?
3. According to Khalid, why do we seek education?
4. Why do you think Sara tried to hide her feelings from her father?
5. Both Sara and Jameel had to pass every test in the first go. Why was it so?
6. How did Sara and Jameel and their family manage the expenses for their studies?
7. How did life change for Jameel‘s family and the villagers?
8. How was Sara educating the village women?
9. What lessons do we get from the story?
DIGITAL RESOURCES FOR TEACHERS
Teach the Seven Strategies of Highly Effective Readers
http://www.adlit.org/article/19844/
https://learnline.cdu.edu.au/studyskills/studyskills/reading.html
http://www.adlit.org/strategies/23336/
Importance of Reading:
https://www.nordangliaeducation.com/our-schools/al-khor/parent-resources/our-school-
enewsletter/primary/the-importance-of-reading
https://en.islcollective.com
Competency 2: Writing Skills

Standard: Students will produce, with developing fluency and accuracy, academic,
transactional and creative writing, which is focused, purposeful, and shows an insight into the
writing process.
Students will develop ethical and social attributes and values relevant in a multicultural,
civilized society.
Benchmark: Analyse their own composition using various techniques of
2.1 effective text organization, which influence readers.
Benchmark: Write a variety of narrative, procedural, expository,

argumentative, compare and contrast, and cause and effect essays, for
2.2
different purposes and audiences.
Benchmark: Use summary skills to write a summary/précis of simple

2.3 passages/poems.
Benchmark: Write a variety of interpersonal, intrapersonal, and transactional

2.4 texts in informal and formal contexts.
Benchmark: Revise and edit their writing for appropriate organizational

patterns as per the requirements of different text genres. Also edit for correct
2.5
punctuation, grammar, spellings, and transitional devices.
TEACHING TIPS
For every type of text, teachers should provide samples to illustrate the key elements pertinent to
the type of the text being used. For example in a story the key elements could be an introduction
of a setting and characters, a plot consisting of a problem and a resolution/solution to the
problem which usually has a chronological (time) order. Generally, a story would have an
introduction, development and a conclusion. In an expository text such as a scientific text, there
will be an introduction of the topic, supporting details such as causes and effects etc.
In essays, learners must write appropriate topic sentences for each paragraph using key words,
vivid verbs, modifiers etc. They must write supporting details using example/s, illustration,
definition, evidence, comparison, contrast, cause and effect, clarification, explanation etc.
Stages of a Writing lesson
A writing lesson should have three stages: ‗Pre-writing, Drafting, Redrafting, and Editing‘
[Hedge, T, 2005]
Pre-writing
Before writing any composition, learners should use a suitable pre-writing strategy or tool (such
as: webbing, listing, filling in a form or writing frame etc.) to generate and organise their
thoughts.
Drafting & Redrafting
In the drafting stage, learners may work in groups or individually to write the first draft. After
writing, peers assess each other‘s work using a suitable rubric.
Finally, the learners must redraft the second draft incorporating the suggestions of their peers.
Editing
In the end, they edit for mechanics i.e. grammar, spellings, punctuation etc.
After the editing stage the teacher assesses learners‘ work. The teacher must meet learners
individually (conference) to give individual feedback on their work.
Learners must be taught the process of giving feedback. They must respect each other and must
be taught how to disagree in agreeable ways. Students may be taught to give feedback using PCI:
Praise, Confusion and Improvement. They write a line or two praising the good aspects of their
peer‘s writing piece and a few lines explaining the confusions and why they thought it was
confusing and finally a few lines suggesting required improvements.
Learners should be provided with sample letters to the editor complaining about social
problems/issues to note the differences of conventions, vocabulary, style, tone and register.
They must practice the analysed features and conventions through controlled activities. The
teacher may demonstrate/think aloud how a letter is written on the board with the help of ideas
contributed by learners. Learners may then be given a writing frame to write a letter. After that,
the learners should write independently.
Learners must be provided with opportunities to compare various informal emails to note
differences of conventions, vocabulary, style, tone and register.
The above procedure may be used for emails as well.
 When one kind of text is introduced, learners should be exposed to a variety of samples of
that text for the purpose of inputflood. They must be enabled to identify the elements and key
grammatical features.
 Learners should be encouraged to compare classmates, subjects, games, books etc using
appropriate expressions of comparison (connectors).
 Free writing, if used regularly as part of learners' daily routine, it not only enhances fluency
but also helps in generating ideas for writing.
RESOURCES FOR TEACHERS
A Guide to Text Types:
https://www.thomastallisschool.com/uploads/2/2/8/7/2287089/guide_to_text_types_final-1.pdf
Rubrics
An Essay Rubric
Traits 4 3 2 1
The introduction has a

The introduction
thesis statement that
contains a lacklustre The introduction is
contains all the points The essay’s introduction
thesis statement. The unclear and
presented in the body. has a good thesis
conclusion is present ineffective. The
The paragraphs are statement that includes
with a substantial conclusion or
well written with most of the points listed
closing argument. introduction is
attention grabbing in the article. Body
Paragraphs have topic absent. Paragraphs
topic sentences and paragraphs are well
Organisation sentences, but the do not have topic
excellent transitions written with good
sentence structure sentences nor any
that ensure seamless transitions that align
does not ensure sentence structure.
reading. The body’s sentence structure and
smooth reading with No clear structure
structure is excellently solid topic sentences.
little to no transitions. used with point by
presented. The The structure used is
The body is mostly point mixed with
conclusion contains an easily defined.
written using one whole to whole.
articulate closing
structure.
argument.
There is no
The thesis statement is information
There is a detailed thesis Includes a vague thesis
very conclusive with a presented in the
statement with a lot of statement. Minimal
lot of information thesis. The thesis
background information. information is
Thesis presented. The writer’s statement is non-
The opinion of the writer presented, and there is
opinion is eloquently existent. The
is clear and some reference to the
presented and could writer’s opinion
understandable. points to be submitted.
not be any clearer. cannot be
understood.
The points only

The points are either contrast or
The points to support
The illustrations used to compared and compare but not
comparisons and
support the points are contrasted well both. Examples are
Reasons and contrasts are definitive
generic. The provided enough. Examples are not there, and
support with clear and relevant
points, however, are irrelevant and neither is
and specific examples
clear and reasonable. supporting information supporting
presented.
insubstantial. information to
reinforce the points
presented.
The reader is given

The writer has a clear
priority by the writer. The writer has a vague
understanding of what The author of the
Points are well understanding of what
the audience expect to essay pays no mind
supported to give the readers expect from
gain from reading his to the readers with
Attention to audience as much him or her. The points
essay. The presentation comparison and
audience clarity as possible. The and their supporting
and support of his or her contrasts not clear
author anticipates information do help
points, however, do not or helpful at all to
their expectations clarify the argument to
comprehensively deal the audience.
perfectly with vivid some extent.
with the argument.
work to meet them.
The writer uses

The writer has a
appropriate vocabulary
The word choice is not very limited
which shows a The author’s word
very wide. They are vocabulary.
thorough choice is creative and
appropriate but do not Transitions are
understanding of the understands the subject
stand out. Some unclear or may not
Word choice argument. The fairly well. Transitions
transitions are ill- be there at all.
transitions smoothly are well used but lack
applied making the There exists no
move the reader from variety which makes the
relationship between relationship
point to point clearly essay monotonous.
points unclear. between points in
defining contrasts and
the essay’s body.
comparisons.
Delivery is below par

Delivery is poor
with room for
Delivery is excellent with a lot of
The author’s language is improvement. The
with the writer using breakages in
fluent and despite some audience cannot
eloquent language speech. The reader
mishaps still manages to continuously follow the
Delivery which engages and can barely
keep the audience argument. The speech
hooks the reader to comprehend the
interested and the makes the readers have
the essay from start to subject let alone
points clear. a difficult time
finish. follow the
remaining engaged
argument.
with the subject.
The author has

The author has no The one or two errors in
The writer has three or many grammatical
grammatical shortfalls grammar do not disrupt
four errors in grammar and spelling errors
Grammar whatsoever. The essay the audience’s reading
and spelling, but the that disrupt the
mechanics and is extremely well of the essay. The errors
essay is still quite reader’s attention.
spelling written with are very advanced, and
understandable and More than four
immaculate spelling the majority of readers
has flowing speech. errors in an essay
therein. would miss them.
make it poor.
Rubric for Summary and Paraphrasing Writing
Excellent Good Below Average Ineffective
Clear Main Idea Clear Main Idea Main idea is unclear-not The main idea is not
specifically stated in the present.
writing.
All important details Important details are Some critical information Contains only some details
are included included but some might is missing
Has totally missed the
be missing
Has captured the Has missed the main implied meanings in the
literal and Has missed some implied message in the implied poem
connotative (implied) meanings meanings
meanings
Details are in logical Ideas are in logical order Ideas are in random order Ideas are not in a logical
order and not logical order
Demonstrates clear Demonstrates adequate Demonstrates basic Demonstrates little or no

understanding of understanding understanding of understanding
information in the information in text
text.
Is characterized by Is characterized by Is characterized by the Is characterized by the

paraphrasing of the paraphrasing of the main substantial copying of key substantial copying of
main idea and idea and significant details phrases and minimal indiscriminately selected
significant details in paraphrasing phrases or sentences.
own words
Text Types and their Features

Readers of all ages must be aware of different text structures if they are to be successful readers
and writers (Meyer, 2003). The structure or organization of the text is the arrangement of ideas
and the relationships among the ideas (Armbruster, 2004). Readers who are unaware of the text
structures are at a disadvantage because they do not approach reading with any type of reading
plan (Meyer, Brandt, &Bluth, 1980). However, readers who are familiar with text structures
expect the information to unfold in certain ways. In addition, they know how to write their own
compositions following the organizational patterns or generic stages of the type of text they wish
to write.
There are two basic types of texts: Fiction and Non-fiction. Both of these basic types have
subtypes. For example fiction includes stories, novels, myths, etc. on the other hand non-fiction
texts may include descriptive texts, instructions, argumentative texts etc.
Fiction – Narrative Text
Purpose: Entertain
The essential purpose of narrative is to tell a story for entertainment.
Generic Stages Common Language Features

The most common structure is: Stories may be augmented/supplemented/partly
an opening that establishes setting and presented using images (such as illustrations)
introduces characters; or interactive/multimedia elements (such as
a complication and resulting events; hypertext/ images/ video/ audio);
a resolution/ending. told/written in first or third person (I, we, she,
it, they); told/written mostly in past tense
Effective writers are not constrained by (sometimes in present tense);
predictable chronological (plot or content have a
narrative structure. Authors and storytellers chronology of events that happened in a
often modify or adapt a generic structure, e.g. particular order);
changing chronology by not telling the events main participants are characters with
in order (time shifts, flashbacks, backtracking). recognisable qualities, often stereotypical and
Children can add these less predictable contrasting (hero/villain);
narrative structures to their own writing connectives are widely used to move the
repertoires. narrative along and to affect the reader/listener:
to signal time (later that day, once);
to move the setting (meanwhile back at
the cave, on the other side of the
forest);
to surprise or create suspense (suddenly,
without warning)
Direct quotes are sometimes used in which
present tense may be used
An Example of a Narrative Text
The Value of Hard Work
Once there were two little mice. One of the mice was a very hard worker. Every morning she
would go outside and fill her basket with beans and nuts. She would store them in her pantry, and
then head out to find food for the day. If it was raining, she gathered food. If the sun was blazing,
she gathered food. If she was feeling sick, she still gathered food. The cousin of the hard working
littlemouse was the exact opposite. She stayed out late partying and slept half the day. When she
woke up, she played video games and talked on the phone with her friends. While she relaxed,
she snacked on her beans and nuts. Soon she ran out of food and realized she would not have
anything to last her through the winter. The lazy mouse went to her hardworking cousin and
asked if she could have some of her food to get her through the winter. "Why don't you have any
food," the hardworking mouse asked. "I've been too busy partying and playing video games," the
lazy mouse said. "Well, I don't see why I should help you because of that," said the hardworking
mouse. "You are going to have to face the consequences for your actions." "Can't you just help
me out a little," pleaded the lazy mouse. "Here's a basket," said the hardworking mouse. "Winter
is a few days away. Stop being lazy and gather some food for yourself." While the lazy mouse
was out gathering food, she came across a grasshopper singing in the field. "Hey mouse," said
the grasshopper. "Come and talk with me instead of wasting your time gathering food!" "I only
have a few days to collect food," said the lazy mouse. "You should be gathering some too." "Oh
please," said the grasshopper. "I have plenty of food right now. I'd rather have fun." The lazy
mouse said goodbye to the grasshopper and continued to gather her own food. A few weeks later,
the lazy mouse stepped out of her house to go visit some friends. On the way she came across the
grasshopper looking weak and hungry. "Bet you wish you had gathered some food now," said
the lazy mouse. Then she went on her way, glad her cousin had helped her before she made the
same mistake.
http://softschools.com/language_arts/reading_comprehension/6th_grade_reading_comprehension/the_litti
le_mice/reading.xml Accessed on 25 - 5 – 19
Non-fiction – Expository Text
Purpose: Inform
Expository text is a type of informational text that provides factual information about a topic
using a clear, non-narrative organizational structure with a major topic and supporting
information.

These texts may have varied structures The following signal words may be used in
depending on the type of expository text. each type of expository text.
The types may be: Description:
‘Description: The author describes a topic. For example, characteristic, for instance, such
Sequence: The author uses numerical or as, is like, including, to illustrate
chronological order to list items or events. Sequence:
Compare/contrast: The author compares and First, second, third, later, next, before, then,
contrasts two or more similar events, topics, or finally, after, when, later, since, now,
objects. previously
Cause/effect: The author delineates one or Compare/ Contrast:
more causes and then describes the ensuing However, nevertheless, on the other hand, but,
effects. similarly, although, also, in contrast, different,
Problem/solution: The author poses a problem alike, same as, either/or, in the same way, just
or question and then gives the answer.‘ like, just as, likewise, in comparison, where as,
[Meyer, 1985] yet
Cause and Effect:
If-then, reasons why, as a result, therefore,
because, consequently, since, so that, for,
hence, due to, thus, this led to
Problem – Solution:
Problem is, dilemma ism if – then. Because, so
that, question/answer, puzzle is solved
An Example of a Descriptive Paragraph:
Sunset is the time of day when our sky meets the outer space solar winds. There are blue, pink,
and purple swirls, spinning and twisting, like clouds of balloons caught in a whirlwind. The sun
moves slowly to hide behind the line of horizon, while the moon races to take its place in
prominence atop the night sky. People slow to a crawl, entranced, fully forgetting the deeds that
must still be done. There is a coolness, a calmness, when the sun does set.
Language Features:
Simple present tense is used

Adjectives
Example of a Chronological expository text
On July 16, 1969, the Apollo 11 spacecraft launched from the Kennedy Space Center in Florida.
Its mission was to go where no human being had gone before—the moon! The crew consisted of
Neil Armstrong, Michael Collins, and Buzz Aldrin. The spacecraft landed on the moon in the
Sea of Tranquility, a basaltic flood plain, on July 20, 1969. The moonwalk took place the
following day. On July 21, 1969, at precisely 10:56 EDT, Commander Neil Armstrong emerged
from the Lunar Module and took his famous first step onto the moon‘s surface. He declared,
―That‘s one small step for man, one giant leap for mankind.‖ It was a monumental moment in
human history!
Non-fiction – Instructional/procedural texts
The main purpose is to teach how to do something. They may be visual only (e.g. a series of
diagrams with an image for each step in the process) or a combination of words and images.
Instructional/procedural texts include rules for games, recipes, instructions for making something
and directions.

Begins by defining the goal or desired Use of imperative verbs (commands), e.g. Cut
outcome. (How to make a board game.) the
List any material or equipment needed, in card ... Paint your design ...
order. Instructions may include negative commands.
Provide simple, clear instructions. If a process (Do not use any glue at this stage.)
is to be undertaken, keep to the order in which Additional advice (It‘s a good idea to leave it
the steps need to be followed to achieve the overnight if you have time. If the mixture
stated goal. separates ...) or suggested alternatives (If you
Diagrams or illustrations are often integral and would like to make a bigger decoration, you
may even take the place of some text. could
(Diagram B shows you how to connect the either double the dimensions of the base or just
wires.) draw bigger flowers.).
An example of a procedural text:
Recipe for Banana Cake
Stephanie Alexander and Ella Walsh
Ingredients:
125g butter, softened

1 1/2 cup castor sugar
2 eggs (60g), beaten
1 cup (approx. 2 large) ripe bananas, mashed
5 drops vanilla
250g plain flour
1 tsp bi-carb soda
1 tsp salt
1/2 tsp cinnamon
1/8 tsp allspice
1/2 cup milk
1 tsp lemon juice
Method:
1. Preheat oven to 180 degrees C. Butter and line a

square cake tin.
2. Cream butter and sugar until light and fluffy.
3. Beat in eggs, bananas and vanilla.
4. Sift the dry ingredients together.
5. Mix together the milk and lemon juice.
6. Alternating, add the dry ingredients and the milk,
beating between each addition
7. Bake in the oven for approximately 45 mins or until
a skewer comes out clean.
8. Rest in the tin for 5 minutes before turning out onto a wire
rack to cool.
Non-fiction – Argumentative/ Persuasion texts
An argumentative or persuasive text has two purposes. It is used tochange people‘s points of
view or persuade them to accept new points of viewpersuade people to a particular action or new
behaviour.

An opening statement (thesis) that sums up the Written in simple present tense.
viewpoint being presented. (This Novel is the Often refers to generic rather than specific
best novel ever written. School uniform is a nouns (participants) (Vegetables are good for
good idea.) you. They ...).
Uses logical rather than temporal connectives
Strategically organised information presents (This proves that ... So it‘s clear ... Therefore
and then elaborates on the desired viewpoint. ...).
This can be two to three paragraph long. (Vote Tends to move from general to specific when
for me because I am experienced. I have been a key points are being presented. (The hotel is
school councilor three times and I have ...) comfortable. The beds are soft, the chairs are
specially made to support your back and all
A closing statement repeats and reinforces the rooms have thick carpet.)
original thesis. (All the evidence shows that ... Use of rhetorical questions. (Do you want to
It‘s quite clear that ... Having seen all that we get left behind in the race to be fashionable?
offer you, there can be no doubt that we are the Want to be the most relaxed person in town?
best.) So what do you have to do to?)
Text is often combined with other media to
emotively enhance an aspect of the argument,
e.g. a photo of a secluded beach, the sound of
birds in a forest glade or a picture of a cute
kitten.
An Example of an Argumentative Essay
Many young people see going to school as a chore and only go because they absolutely have to,
while some will even skip school because they see it as boring and unnecessary. However, going
to school is incredibly important for your career, future education you may wish to pursue, and
social and communication skills.
Teenagers are forever being told that they need a good education so that they can have the career
they want, but many do not listen. However, it is important to remember that your schooling, no
matter how long it may feel, lasts for just a few short years compared to the rest of your life
ahead of you. Therefore, it is better to sacrifice a little bit of fun now so that you can find
happiness in later life, as you will be happier if you can do a job that you enjoy and afford to do
the things you want.
Integrally linked to your career is the fact that you will only be able to achieve a higher level of
education later on if you work hard in school now. Although at the age of fourteen and fifteen
many young people may not think they want to go to college or university, you don‘t know how
this may change as you get older. And with unemployment among young people at its highest
these days, you may find that you need a college degree to secure a good job because there is so
much competition for so few jobs. Many people also decide that they want to study further when
they get a bit older, because they want a career change as they are not happy, or just to prove to
themselves and others that they can do it. Those that don‘t succeed in compulsory education will
not have the opportunity to even start many courses because there will be plenty of better-
qualified candidates that also want a place.
Finally, school is the place where you learn a great deal of very important life skills: from
communicating and empathizing with people of different ages, to listening to instructions and
following orders, and developing leadership skills. It is not a coincidence that there is a negative
correlation between criminal offences and level of education, in all races, ages and genders all
over the world, and one of the main reasons for this is that the lessons that are learnt in school
are so much more than just academic. So, although most of us only consider our career when we
think about what school may do for us, the life skills we learn are equally important.
https://www.scholaradvisor.com/essay-examples/benefits-of-going-to-school/ accessed on 25 – 5
– 19
What is a Précis?
A precise is like a miniature portrait of the passage: it retains the absolute essential points accompanied
with the mood and tone of the author of the passage. The one aspect one must be careful about is that
one should not add one’s subjective interpretation or comments to the précis and should try to retain
the original author’s voice and opinions. As far as the writing style is concerned, one must ensure that
one write clear and effective sentences (no rambling) and one’s diction is flawless. Ultimately, it the
coherence of the views that you presented in the précis that matter, and this can be achieved by making
sure that one is precise and to the point in one’s approach. Unnecessarily long sentences or rambling
thoughts are not required in précis writing, and one should make sure that one sifts from one point to
another in a smooth matter. At the end of the day, the précis should make sense and be logical in its
presentation.
While keeping the above in mind, you need to keep in mind what a precis is not. The following are some
of things that should not be a part of or a reflection of the precis:
simply a summary of a passage.
Do's in a précis:
Start your précis by highlighting the main idea of the passage and you should create contextual
environment where you can place the necessary points. Once the main idea is established in the précis,
you can present the methods, points, facts etc. used by the author of the passage.
Compress and clarify a lengthy passage, article, or book, while retaining important concepts, key words,
and important data.
Remove what is superfluous and retain the core essence of the work.
Always remember that mentions about history/writing about history should be advisably done in the
past tense.
State the purpose of the research or piece of writing (why was it important to conduct this research or
write on this topic?)
Don'ts in a précis:
Do not express your own opinion, wish, remark or criticism.
Do not insert any question in your précis. Its significance, if essential, may be expressed by a statement.
Do not use abbreviations or contractions.
Do not be jerky. This suggests that most probably, you have not understood the sense of the passage
properly.
Writing a Precis of a given passage.
Sample Passage:
There is an enemy beneath our feet - an enemy more deadly for his complete impartiality. He recognizes
no national boundaries, no political parties. Everyone in the world is threatened by him. The enemy is
the earth itself. When an earthquake strikes, the world trembles. The power of a quake is greater than
anything man himself can produce. But today scientists are directing a great deal of their effort into
finding some way of combating earthquakes, and it is possible that at some time in the near future
mankind will have discovered a means of protecting itself from earthquakes.An earthquake strikes
without warning. When it does, its power is immense. If it strikes a modern city, the damage it causes is
as great as if it has struck a primitive village. Gas mains burst, explosions are caused and fires are
started. Underground railways are wrecked. Buildings collapse, bridges fall, dams burst, gaping crevices
appear in busy streets.If the quake strikes at sea, huge tidal waves sweep inland. If it strikes in mountain
regions, avalanches roar down into the valley. Consider the terrifying statistics from the past 1755:
Lisbon, capital of Portugal - the city destroyed entirely and 450 killed. 1970: Peru: 50,000 killed.In 1968
an earthquake struck Alaska. As this is a relatively unpopulated part, only a few people were killed. But it
is likely that this was one of the most powerful quakes ever to have hit the world. Geologists estimate
that during the tremors, the whole of the
state moved over 80 feet farther west into the Pacific Ocean. Imagine the power of something that can
move an entire subcontinent! This is the problem that the scientists face. They are dealing with forces so
immense that man cannot hope to resist them. All that can be done is to try to pinpoint just where the
earthquake will strike and work from there. At least some precautionary measures can then be taken to
save lives and some of the property. (330 Words)'
Based on the above paragraph, we-arrive at the following theme sentences for the four paragraphs:
Earthquake - the deadly enemy of mankind.
Damage caused by an earthquake in general.
Damage caused by an earthquake-in particular,
What can the scientists do?
The above four theme sentences can be developed into the following outline:
Earthquake - the deadly enemy of mankind.
Earthquake strikes all without a distinction of national boundary or political affiliation.
The power of a quake is greater than that of a man-made weapon of destruction.
Scientists are trying to find out means to combat earthquakes; they will find some way to protect
themselves from earthquakes.
Damage caused by an earthquake in general:
Strikes without warning.
Modern city when struck reduced to a primitive village.

Damage caused by an earthquake in particular.
Quake strikes plains, seas and mountains causing all round destruction.
In 1755, Lisbon destroyed, 450 killed.
In 1970, Peru struck, 50,000 killed.
What can the scientists do?
In 1968, Alaska hit, subcontinent moved 80 feet into the Pacific Ocean.
Scientists cannot resist the powerful earthquake.
They can predict the place of origin of the quake so that precaution can be
taken to save man & property.
Based on the above outline, we can make the following rough draft:
Earthquake- The Great Destroyer
Earthquake is the deadly enemy of mankind. Earthquake strikes all without a distinction of nationality or
political affiliation. The power of a quake is greater than that of any man-made weapon of destruction.
An earthquake strikes mankind without a warning. A modern city when struck is reduced to a rubble. A
quake strikes plains, seas and mountains causing all round destruction. The quake struck Lisbon in 1755
killing 450; Peru in 1970 killing 50,000; Alaska in 1968 moving it 80 feet into the Pacific Ocean. Scientists
are trying to find out means to combat earthquakes and they are able to predict at least where the
earthquake will hit so that precaution can be taken to save man and property from destruction. As the
number of words in the rough draft is more than required we shall have to reduce it further without
reducing the ideas.
The final draft would look as follows:
Earthquake - The Great Destroyer
Earthquake is the mankind's deadly enemy. Earthquake strikes all without a distinction of nationality or
political affiliation. The power of a quake is greater than that of any man-made weapon of destruction.
An earthquake strikes mankind without a warning. A modern city when struck is reduced -to a nibble. A
quake strikes plains, seas and mountains causing all round destruction. The quake struck Lisbon in 1755
killing 450; Peru in 1970 killing 50,000; Alaska in 1968 moving it 80 feet into the Pacific Ocean. Scientists
are trying to find out means to combat earthquakes, to predict the origin of the quake so that
precaution can be taken to save man and property from destruction.(115 words)
Sample Précis 2
It is physically impossible for a well-educated intellectual or brave man to make money the chief
object of his thoughts: Just as it is for him to make his dinner the principal object of them. All
healthy people like their dinner, but dinner is not the main object of their lives. So all healthy
minded people like making money, ought to like it. And enjoy the sensation of winning it; but
the main object of their life is not money; it is something better than money. A good soldier, for
instance mainly wished to do his fighting well. He is glad of his pay very properly so, and justly
grumbles when you keep him ten years without it- still, his main notion of life is doctors. They
like fees no doubt, ought to like them; yet if they are brave and well educated, the entire object of
their lives is not the fees. They, on the whole, desire to cure the sick, and if they are good
doctors, and the choice were fairly put to them, they would rather cure their patient, and lose the
fee than kill him and get it. And so with all other brave and rightly trained men; their work is
first, their fee second-very important no doubt but still second. But in every notion, as I said,
there are vast numbers of people who are ill educated cowardly and more or less stupid. And
with these people just as certainly the fee is first and the work second.
Title: – Work more important than Money.
Précis: – It is impossible for a well-educated intellectual or braves many to make money the
chief object of his thought. It is true that money is very important. All healthy minded
people like making money. They ought to like it and enjoy the sensation of winning it. Yet,
their main object is not money, but doing their job well. Only with ill-educated, cowardly
and foolish people, fee is more important than work. But with brave and rightly trained
men, their work is first, their fee second.
SAMPLE WRITING LESSON 1
Writing a personal narrative (Include significant details and an incident used to portray personality)
Exercise 1
Individually, read the story given below.
Tanveer and Junaid were twin brothers.They both looked exactly alike but in personality they were quite
different in nature. Junaid always thought carefully before doing anything while Tanveer did things
without thinking. Their father thought of a plan to make Tanveer realize that he should think before
doing things.
One day, he called the two brothers and told them that he had saved enough money to buy one of them
a bicycle. Since he had money only for one bicycle he had decided to set up a competition. The one who
would win the competition would get the bicycle. The competition was thatboth of themshould set out
right after the morning prayers and walk a distance – as much as each one could – and return by sunset.
The one who would manage to complete the task would get the prize. Both the twins readily agreed.
Next morning, both the brothers set off. As usual, Tanveer sprinted off in order to cover a greater
distance and win the prize. But Junaid held back and thought about what he should do before setting
off.
Tanveer ran far ahead, to the end of the town and further, because he wanted the prize.Junaid, on the
other hand, walked until midday and turned around to return home. When Tanveer felt that he had run
far enough and Junaid would never be able to catch up with him, he turned around to return home.
Unfortunately, because he had been running so fast, Tanveer was very tired, so the return was slower.
When he finally returned home, long after sunset, he found that Junaid was already home.
Tanveer demanded his prize for running very far but his father pointed out that he hadn’t returned
within the time he was supposed to be back, therefore, the prize would be given to Junaid because he
had completed the task according to instructions. .
After you have read the story, work in pairs and orally discuss the following questions:
Why was the twins’ father worried?

What did he decide to do?
Who won the competition? Why did he win?
Who lost the competition? Why did he lose?
What lesson do you think Tanveer learnt?
Exercise 2
Imagine that you are Tanveer. You wanted to win but were not successful. What lesson did you
learn?Write a narrative essay keeping the following points in mind:
Explain the reason for the competition

State what you did and why
Describe what your brother did
Explain who won the competition and why
Identify the mistakes you made
Express your regret and explain how you plan to change.
Writing an application
Exercise 3
One reason for writing applications is to make a request. You have written your personal experience as
Tanveer in the exercise above. Write an application to the Principal of your school. Request him/her to
help you submit the story for a story writing competition that is to be held in the district.
Note for Teachers: Remind the students about the rules of writing applications learnt in earlier classes.
•Write an introductory paragraph with a clear central thought.

•Provide key ideas which prove, explain or support your central thought.
•Use a separate paragraph for each key idea.
• Write evidence (facts, quotations, etc.), examples (analogies, anecdotes, etc.), or
different points of view (explaining an idea/opinion) to support each key idea.
•Use suitable transitional devices to connect ideas within and between paragraphs.
•Add a closing or summary paragraph or a general concluding statement.
•Use correct conventions of grammar and punctuation.
Remember
Write a cause and effect essay on ‘The Importance of Using Clean Drinking Water’.
For your essay, follow the steps given below.
Step 1: Pre-writing (brainstorming)
Brainstorm and fill the following table before writing.
Sources of clean drinking water Sources of unclean drinking water
Why is drinking clean water important How does not drinking clean water affect one’s life
Government’s responsibilities for providing clean Citizens’ responsibilities for ensuring that they
drinking water drink clean water
Step 2: While Writing
Make sure that your essay follows the following stages.
Introduction: Write an effective introductory paragraph.Give a brief background and context. State the
problem or issue. Write a clear thesis statement. Try and get the readers’ interest and attention
Body paragraphs: Based on your thesis statement, decide how many paragraphs you will have
Topic sentences and For each paragraph, write a focussed topic sentence
Supporting details: Make sure that everything you write in each paragraph is related to the topic
sentence of that paragraph
Conclusion: Write your concluding paragraph. Begin with a signalling word or phrase (In the end,
Finally). Restate the thesis statement in different words. Summarize the key points covered in te body
paragraphs, give your idea/ suggestion/ recommendation/ viewpoint
Step 3: Edit
Edit your work. Check to see if
The paragraphs are properly organized

The introductory paragraph has a clear thesis statement
The body paragraphs have clear topic sentences
The details in the paragraphs are related to the topic sentences
The concluding paragraph has a signalling word orphrase, a summary of key points, and your
concluding remark
There are no spelling, grammar, and punctuation errors
Step 4: Peer Review
After writing exchange your essay with your partner. Give feedback to each other.
Re-write according to your partner’s suggestions.

Filling a simple form
Read the brochure below and complete the form
Celebrating Health Day in School
Attention Students!
We are having a Health Day celebration in school. It will be a fun-filled event for all students and their
families.
Date: April 07, 2017
Time: 8:30 am – 2:00 pm
Venue: Our School
Activities:Health information talks, short films, medical check-up, eye test, blood grouping, dental check-
up, weight and height measurement, and lots of information on health and hygiene.
Fill in the form below to register for this FREE Health Day celebration. You may invite your family and
friends to this celebration.
Form
Health Day Celebration Registration Form # _________
USE BLOCK LETTERS TO FILL THIS FORM
Name: ____________________ s/o,d/o ___________________________
Father’s CNIC no:____________________________________
Address: _________________________________________________________________
________________________________________________________________________
Class: _______________ Section______________________
Roll # _______________________
Age:_________________________ Gender: Male ________ Female _________
Activities that you are interested in:______________________________________

___________________________________________________________________
________________________________________________________________________
Number of people who will accompany you: __________________________
Exercise 2
Writing a summary of a poem
Read the following poem.
This poem was written by a Scottish journalist, poet and song writer, Charles Mackay. He was born in
1814 and he died in 1889.
The Miller of the Dee
There dwelt a miller hale and bold,
Beside the river Dee;
He worked and sang from morn to night,
No lark more blithe than he,
And this the burden of his song

For ever used to be,
“I envy nobody, no, not I,
And nobody envies me!”
“Thou’rt wrong my friend!” said old King Hal,
“Thou’rt wrong as wrong can be;
For, could my heart be light as thine,
I’d gladly change with thee,
And tell me now what makes thee sing
With voice so loud and free,
While I am said, though I’m the king,
Beside the river Dee?”
The miller smiled and doffed his cap;
“I earn my bread,” quoth he,
“I love my wife, I love my friend,
I love my children three;
I owe no penny I cannot pay;
I thank the river Dee,
That turns the mill that grinds the corn
To feed my babes and me”.
“Good friend!” said Hal, and sighed awhile,
“Farewell, and happy be;
But say no more, if thou’dst say true,
That no man envies thee.
Thy mealy cap is worth my crown,
Thy mill my kndom’s fee;
Such men as thou are England’s boast,
O miller of the Dee”.

Work in pairs and write a summary of the poem given above. Follow the steps given below:
1. Find out the meanings of unfamiliar words
2. Look at the title of the poem to see what it is about
3. Read each stanza slowly, at least a couple of times, and try to understand what it means
4. Read the poem as a whole to get the main idea
5. Now start writing the summary
6. Begin by giving the title of the poem
7. Then give the poet’s name and brief information about the poet, if it is given
8. After this, write the key message of the poem
9. Finally, paraphrase each stanza and write in your own words
When you have discussed all the steps orally and then written the summary, exchange your work with
another pair. Read each other’s work and give critical feedback.
In the light of the summary that you read and the feedback you received from the other pair, make the
necessary changes, edit your work for spelling, grammar and punctuation errors and rewrite the
corrected summary in your notebooks.
Exercise 1
Work in pairs and compare the sentences given in both the columns in the following table. Underline
the differences you notice. Discuss these differences.
Formal Informal
They have been playing all day. They’ve been playing all day.
He is very busy. He’s very busy
Many different lessons were planned for the class. I planned many different lessons for my class.
It is felt that the target is unrealistic.

We feel that the target is unrealistic.
The prefect I whom I talked to yesterday was very The prefect I talked to yesterday was very rude.
rude.
When do we use the formal/ informal language?
Formal Language Informal Language

in situations that are serious mainly in situations that are relaxed
in situations where we are not very in situations where we feel most comfortable
comfortable
where people we donot know well or where people we know quite well or those
are strangers, are involved we are close to are involved
more commonly usedin writing more common used in speaking
Exercise 2
Choose a profession from the list you made in the beginning of this chapter. Follow the given format and
write a job application for it.
How to write a job application?
 Begin your application with the person’s name and organization.
 Use formal language, brief informative sentences and short paragraphs.
 Check your spelling, grammar and punctuation carefully.
 Follow the format given below.
Name of recipient Date:__________

Designation
Name of Institution
Name of city
Subject: Write the relevant subject of the application
Dear Sir/Madam,
First paragraph Mention how you came to know about the job position and why
you want to apply for it
Second Paragraph Who are you, what have you done and why you think you are
suitable for this position
Third paragraph Ask for due consideration of the application and request for a
positive reply
Thanking You.
Yours sincerely,
Name of sender
Address of the sender
Editing
Editing adds quality to your work. Edit everything that you write before you send/ give it to anyone,
even if it is a two-line email. Editing helps you look critically at your work and it makes you think of the
rules of language that you have learnt. If you are not sure whether something is right or wrong, check it
from someone who knows, or from the internet, or even from your books.
Exercise 1
One of the students wrote the following story and gave it to the teacher. The teacher underlined the
parts where there were errors and returned it back to the student to correct it and then submit it again.
Help the student in correcting the errors.
Work in pairs and read the story. It contains many types of errors, grammatical, punctuation,
capitalization, spellings wrong words and so on. Correct all the underlined errors first orally and then
rewrite the corrected story in your notebooks.
The Wise King
A rich man was on his death bed. He told her sons to dig the ground under his cot and share the buried
wealth, after his death, when he die, the sons starts digging. one of them find a vessel full of jewels and
parls, another a vessel full of gold and silver coins, the third one a vasel full of bones, and the first a
vessel full dust. The last two quarreled with the first threeand said that the richesshuld be shared
equally amongst them? the first two did not agree
Finally, all fourdecide to put their case before the king. The king listened to their storey and decided that
the on who got the jewels should kept them and the one whose got the coins should also keep them.
The other two brothers felt very said when the heard this.
Then the king looked at the other two daughtersand said that the one who had the vessel full of bones
was to be owner of the cattle left by her father, and the one with the vessel that has dust was to get all
the land owned by the rich woman.
This decision by the ministerwas liked all the brothers. They amazed at the kings wisdom. They was all
satisfied and hapy with the decision.
Exercise 2
The following story also has similar errors as the story in exercise 1. Now, first work individually, read
the story, and try to find out the errors in this story. Underline the portion where the error is and write
the correct form above it.
Once you have done this, work in groups of three, and share your work. Make the necessary changes in
your book after you have discussed it amongst yourselves. Finally, write the corrected story in your
notebooks.
The Four Seasons
There was a man who had four son. He wanted his sons to learnt not to judge things too quickly. So he
send them each one of them, one by one, to go and look at pear tree that was a greet distance away.
The first son went in winter, the second on spring, the third in summer and youngest son in autumn.
When they had all go and come back, he called them together to describe what they had see. The first
son said that the tree was ugly, bent, and twisted the second son said no if was covered with green buds
and full of promise. The three son disagreed; he said it was laden with blossoms that smelled so sweet
and look so beautiful, it was most graceful thing he had ever seen. The last son disagreed all of them; he
said it was dropping with ripe fruit, full of life and fulfillment.
The man then explained to his son that they were all right, because they had each seen but only one
season in the trees life. He tell them that you cannot judge a tree, or a person, by only one season or on
the basis of knowing about only one aspect of his life. So, don’t let the pain of one season destroy the
joy of all the rest. Dont judge life by one difficult season or people on the basis of one bad example.

1. How to Teach Summary Writing
https://docs.google.com/viewerng/viewer?url=http://www.worksheetlibrary.com/subjects/lang
uagearts/writing/compareandcontrast/lawritingcomparecontrastparagraphseta46.pdf&hl=en_U
S
2. How to Scaffolding Summary Writing
https://busyteacher.org/12282-scaffolding-summary-writing-how-to.html
3. Persuasive Essay and Speech Topics
https://www.ereadingworksheets.com/writing/persuasive-essay-topics/
4. Narrative Essay Topics and Story Ideas
https://www.ereadingworksheets.com/writing/narrative-essay-topics-and-story-ideas/
TEACHING TIPS
General outline of a speaking lesson
Speaking lessons can follow the usual pattern of preparation, presentation, practice, evaluation, and
extension. The teacher can use the preparation step to establish a context for the speaking task (where,
when, why, and with whom it will occur) and to initiate awareness of the speaking skill to be targeted
(asking for clarification, stressing key words, using reduced forms of words). In presentation, the teacher
can provide learners with a preproduction model that furthers learner comprehension and helps them
become more attentive observers of language use. Practice involves learners in reproducing the targeted
structure, usually in a controlled or highly supported manner. Evaluation involves directing attention to
the skill being examined and asking learners to monitor and assess their own progress. Finally, extension
consists of activities that ask learners to use the strategy or skill in a different context or authentic
communicative situation, or to integrate use of the new skill or strategy with previously acquired ones
(Brown, 1994; Burns & Joyce, 1997; Carter & McCarthy, 1995).
Example of a speaking lesson:
Choosing appropriate topics for small talk
1. Preparation. Show the learners a picture of two people conversing in a familiar casual setting. (The
setting will be determined by a prior needs assessment.) Ask them to brainstorm what the people might be
discussing (i.e., what topics, vocabulary, typical phrases).
2. Presentation. Present several video clips of small talk in casual situations. Have learners complete a
worksheet in which they describe or list the topics discussed, the context in which the speech is occurring,
and any phrases that seem to typify small talk. Follow up with a discussion of the kinds of topics that are
appropriate for small talk, the factors in the specific situations that affect topic selection (e.g.,
relationships of participants, physical setting), and typical phrases used in small talk. Chart this
information.
3. Practice. Give learners specific information about the participants and the setting of a scenario where
small talk will take place. In pairs, have them list topics that might be discussed by the participants and
simple phrases they might use. Learners then engage in improvised dialogues based on these simple
phrases.
4. Evaluation. Give pairs a teacher-prepared dialogue based on their scenario from š. Ask them to
compare their improvised dialogues with the prepared dialogue, analyzing the similarities, differences,
and reasons for both.
5. Extension. Have learners go individually or in small groups into various contexts in the community
(work, school, church, bus stop) and record the conversations they hear. Ask them to report their findings
back to the class, and then have the class discuss these findings.
In-class speaking tasks
Although dialogues and conversations are the most obvious and most often used speaking activities in
language classrooms, a teacher can select activities from a variety of tasks. Brown (1994) lists six
possible task categories:
Imitative-
Drills in which the learner simply repeats a phrase or structure (e.g., "Excuse me." or "Can you
help me?") for clarity and accuracy;
Intensive-
Drills or repetitions focusing on specific phonological or grammatical points, such as minimal

pairs or repetition of a series of imperative sentences;
Responsive-
Short replies to teacher or learner questions or comments, such as a series of answers to yes/no
questions;
Transactional-
Dialogues conducted for the purpose of information exchange, such as information-gathering

interviews, role plays, or debates;
Interpersonal-
Dialogues to establish or maintain social relationships, such as personal interviews or casual

conversation role plays; and
Extensive-
Extended monologues such as short speeches, oral reports, or oral summaries.
These tasks are not sequential. Each can be used independently or they can be integrated with one
another, depending on learners' needs. For example, if learners are not using appropriate sentence
intonations when participating in a transactional activity that focuses on the skill of politely interrupting
to make a point, the teacher might decide to follow up with a brief imitative lesson targeting this feature.
When presenting tasks, teachers should tell learners about the language function to be produced in the
task and the real context(s) in which it usually occurs. They should provide opportunities for interactive
practice and build upon previous instruction as necessary (Burns & Joyce, 1997). Teachers should also be
careful not to overload a speaking lesson with other new material such as numerous vocabulary or
grammatical structures. This can distract learners from the primary speaking goals of the lesson.
http://www.cal.org/caela/esl_resources/digests/Speak.html
Steps to present new language through a dialogue.

Step 1 Establish the setting;
Step 2 Establish a personal link with the situation;
Step 3 Pre-teach selected items (optional);
Step 4 Set a listening task;
Step 5 Ask the students to listen;
Step 6 Ask the students to read silently as they listen;
Step 7 Ask the students to listen and repeat;
Step 8 Explain any difficulties;
Step 9 Ask the students to practice saying the dialogue;
Step 10 Get the students to dramatize the dialogue
(Donn Byrne, Teaching Oral English)
Learners must be taught formulaic expressions for different language functions. For example
some of the useful phrases for negotiating can be:
For expressing agreement: completely/totally/wholeheartedly agree, that‘s a fair
point/suggestion, you have a good point, I think we can both agree that . . ., I see no problem
with . . .
For expressing disagreement: I‘m not sure if I completely agree with you, I understand where
you‘re coming from. However,…, I‘m prepared to compromise, but…, the way I look at it…, the
way I see things…, if you look at it from my point of view…, that‘s not exactly how I look at it.,
from my perspective…, I‘d have to disagree with you there, I‘m afraid that doesn‘t work for me.
For persuading: Why don‘t you meet me halfway, I‘m confident we can come to an
understanding, surely there is a solution that we will both be happy with, I‘m convinced this is
the best option for both of us/both parties.
Information gap activities must be designed through which students use the learnt functions of
language in context.
Rubric for Oral Presentation
Put a (√) in the column when students demonstrate Student Student Student
the skills Name: Name: Name:
Roll Number: Roll Number: Roll Number:
1. Introduction was short, clear and interesting
2. Topic was clearly explained
3. Used relevant information
4. Used facts and examples to support claims
5. Spoke clearly and distinctly
6. Was confident throughout the presentation
7. Maintained eye contact with the audience
8. Used visual aids (charts, OHP, slides) effectively
9. Handled questions and comments properly

SAMPLE SPEAKING LESSON 1
Share information, ideas, and summarize the main points of the discussion
Exercise 1
Step: A
Work in groups of 4-5 and discuss one of the topics from the list given below, as
assigned by the teacher. Two members of the group should note all the points
discussed.
i. Some unfair means that students use in exams
ii. Reasons for using unfair means in exams
iii. Impact of using unfair means in exams on students’ performance.
iv. Effect of using unfair means on the future of students
Step: B
Prepare a presentation that your group will make.Share all the ideas that the group
discussed. Decide which member of the group will say what. Also decide the order in
which all the members will speak.
Step: C
Collect all the data and prepare a talk for giving in the assembly to discourage use of
unfair means during exams.

Work in groups of six to eight members. Pick up a chit from the ones that the teacher
shares with you.
Each group should then get sub divided into two equal sized groups. One sub group
should brainstorm for points in favour of the topic and the other should brainstorm for
points against the topic. You have 10 minutes for brainstorming.
Once you have completed, both the groups will have to come up in front of the class and
have a debate.
1. The success of a nation only depends on its leaders
2. Developing good citizens is completely the responsibility of the school
3. All the subjects should be taught in the mother tongue
4. The government should focus more on promoting agriculture than industries
5. Schools should not give awards to students who perform well
Expressing a "wish"
A wish is most commonly expressed by using the word ‘wish”.
Wish is most commonly used to express a desire for something which is not
possible.
Example: I wish you were here. (Unfortunately, you're not, and I miss you.)
Wish is also used in greetings and expressions of goodwill.

Example: We wish you a "Happy Eid."
Wish you a safe and pleasant journey.
Sometimes wish is used to express regret.
Example: I wish you had done the work. (You didn't do the work and I am annoyed
because of that)
Exercise 1
Work in pairs and practise the following dialogue. First one student should take the
role of Student A and the other of Student B. Then change roles and repeat the
dialogue. Use your real names instead of saying Student A and Student B.
Student A Student B
Assalamo Alaikum, Student B. We missed Wa Alaikum Assalam, Student A. Wish you
you yesterday at the party. a very happy birthday.
I wish you had been able to come. It was a Yes, I know the party was good. Everyone
nice party. enjoyed it. I wish I hadcome.
Yes, you really missed it. I know, but I had some urgent work.
When are you going to Islamabad? I am going tomorrow evening.
Wish you a happy journey. Thank you.

Exercise 2
Again work in pairs and write a set of dialogues following the above dialogue pattern.
Use different words and scenes but have at least one dialogue about each of these: an
impossible thing, and expressing a greeting on an occasion, goodwill, and regret.
Edit your dialogue for formatting, grammar and spelling errors
After you have written the dialogue, practise it like you did the earlier dialogue. Some of
you will be asked by the teacher to come up and role-play the dialogue in front of the
class.
SAMPLE LISTENING LESSON 1

Listening
Pre-listening:
i. What is meant by ‗Tit for Tat‘?
ii. Look up the meaning of the following words in the glossary given at the end of the
book.
utensils hospitality cunning
While Listening:
Exercise 1
1. Circle the characters of the story.
hare tortoise fox dove stork
2. What was the relationship between the characters?

relatives friends neighbours siblings
3. Who served in the following utensils? Write the names of the characters in the
space provided.
4. Tick the choices that the stork had according to the author.
a) The stork could have invited other animals and served all of them in jugs.
b) The stork could have served in a container suitable for the fox.
c) The stork could have invited other animals too and served them all in
containers suitable for each of them.
d) The stork could have served in a bottle that had a broad base.
Post Listening
Exercise 3
Work in pairs and complete the following two spider webs in your notebook. Fill in the
required information.
famous for
invited
famous for invited
result
Fox
Stork
result meal
meal
in
served
served What?
What?
in
Exercise 4
Work with a partner, discuss the following statements and orally complete
them. After the discussion, write the answers in your notebook.
1. The stork followed the rule of ____________________.
2. God tells us to _________________________.
3. The key message of the article is ____________________.
Read the text again to allow students to check/ complete their answers.
Check the answers for the While Listening activities and then ask them to do the Post
Listening activities.
Listening Text
Long ago, there was a stork and his friend fox. They lived in a jungle. The fox was
famous for being cunning. The stork, on the other hand, was known for being kind and
gentle.
One day the fox invited the stork for dinner and served him soup in a dish. The stork was
unable to have the soup because the soup has thinly spread out in the dish so he could not
manage to have it with his long beak..He had to return home hungry.
Next week, the stork invited the fox for dinner and served fish in a narrow vase. The fox
could not reach the fish at the bottom of the narrow vase and had to return home hungry.
This is called tit for tat. He did to the fox what the fox had done to him.
The question is: was this the best the stork could have done? Should the stork have
behaved in the same manner as the fox? Couldn‘t he have behaved in a different
manner?
The stork had many choices. He could have served the fox in a utensil that was suitable
for him and could have set an example of true hospitality. Better still, he could have
invited some other animals as well and could have served each one of them their
favourite food in the utensils that would suit them.
The same is true for us human beings. We should also not follow ‗tit for tat‘ with our
friends and family. Our relationships will become better if we stop following the tit for tat
rule. God tells us to replace the bad with the good. We must follow this rule. Let us
promise that even if someone does something bad to us we will be good to them. This
will make the world a better place.
Author: Rahila Waqar
SAMPLE LISTENING LESSON 2
What is an anecdote?
Exercise 1
In what order was the kitchen cleaned?
- The cabinets were emptied
- The crockery was put back in the cabinets
- The crockery was wiped
- The floor was polished with wax
- The Floor was scrubbed
- The oven was cleaned
Exercise 2
Sequence the events as they occurred in the story.
- boiled the potatoes
- kneaded the dough
- lighted the stove
- mashed potatoes got spilled
- mashed the potatoes
- mixed the mashed potatoes with spices
- placed the griddle on the burning stove
- the Aloo-paratha turned into an unforgettable kitchen-disaster
- the bowl broke to smithereens
- the dough also fell to the floor
- the narrator slipped
- They decided to make Aloo-paratha.
Speaking:
Has any interesting home-disaster ever happened to you or anyone else in your family? Work in
pairs and make a web to compose your thoughts. Now sit in groups and share your home-disaster
stories.
Writing:
Write any one of the anecdotes shared in your groups.
Fun Time:
A flow chart is a type of visual diagram that shows a sequence of events, or order of thinking.
Choose another anecdote from those shared in your group and make a flow chart for it. Beside each
box of the flow-chart draw related illustrations.
Listening Text:
I remember it like it was yesterday. Even though, 25 years have passed by. Mom and I had decided it was
time to get a serious cleaning done in the kitchen. We scrubbed the kitchen floors on our hands and knees,
and then followed it up with a hand applied wax. Then we tackled the oven. Not a self-cleaning oven,
rather, an old-fashioned gas oven which needed to be sprayed,scraped and scrubbed. In the end, we took
out all the crockery from the cabinets. Wiped it all with a towel and kept it back in the cabinets. This took
the better part of the whole day. We then decided that, as a reward for all of our efforts and toil, we would
make aloo-paratha with coriander and yoghurt dip. So we sifted, mixed, pressed, reshaped, punched and
turned flour in a big dish. In the end, Mother made it into a nice big ball and placed it in a fresh glass
bowl. Next, we boiled the potatoes, mashed them with a spoon and mixed them up with chilli powder,
salt, chopped green chillies and onions. With all the preparations done, mther lit our pristinely scrubbed
stove which sat on our shiny, freshly waxed floor and placed the griddle on it for preheating. Then it
happened.
My bare feet slipped, just at the precise moment when I was taking the bowl of mashed ingredients
towards the counter. The ingredients flew up in the air, out of the bowl and scattered all over the freshly
waxed floor. Meanwhile, in the effort to save myself from falling, I tried to hold on to the counter. My
right arm hit the bowl of dough. It slid across to the edge and down onto the floor. The glass bowl broke
to smithereens. Its glittering pieces adorned the dough and everything else on the floor. What a heart
break! There was a pool of mush and mayhem all over the kitchen. We sat in the mess and laughed until
we cried. Even though it was, by all counts, a complete kitchen disaster, it remains one of my mother's
and my favourite memories of being together in the kitchen.
SAMPLE LESSON 3
LISTENING & SPEAKING (Oral Communication)
Asking and answering questions of a social nature and sharing information and ideas.
Exercise 1
Work in groups of six. Study the following questions.
1. What are some of the harmful substances that people use?
2. How does the use of these harmful substances affect physical health?
3. How does their use affect social relationships?
4. How does their use affect family life?
5. How does the use of these substances affect one’s morals?
Now, each member of the group should ask all the other group members one question
each and note down their answers by just noting down the question number.
Here are some key words/ phrases that you can use while asking questions. Use the
actual names of the students instead of the names used here.
Shahina, what do you think, what are some of the harmful substances that people use?
Farah, in your opinion, how does the use of these harmful substances affect physical
health?
Gulnar, according to you, how does their use affect social relationships?
Tahira, what do you say, how does their use affect family life?
Mahjabeen, can you tell me, how does the use of these substances affect one’s morals?
Exercise 2
After all the students in your group have asked all the questions, select one answer for
each one of the questions that you would like to share with the class. Decide who will go
and present each answer on behalf of the group. Five students, one from each group,
will be selected for asking the questions.
RESOURCES FOR STUDENTS
Exercise 1
1. Daily Schedule
2. Pre-Listening Exercise
What is your daily schedule? What time do you wake up and go to work or school? What do you
do when you get home? What time do you go to bed?
3. Listening Exercise
A. Listen to the recording and answer the questions.
4. What time does the man get up?
a. at 5:00 a.m.
b. at 7:00 a.m.
c. at 6:00 a.m.
5. What time does he get to work?
a. at 9:00 a.m.
b. at 8:00 a.m.
c. at 7:00 a.m.
6. What does he do with his family around 6:30 p.m.?
a. They eat dinner.
b. They read books together.
c. They play games.
7. What do the man and his wife do after the kids go to bed?
a. They clean the house.
b. They watch TV.
c. They listen to music.

8. What is one thing the man does NOT say about his wife?
a. She helps the kids with their homework.
b. She goes shopping for food.
c. She has to take their children to school.
9. Post-Listening Exercise
Now, discuss your own typical schedule for a weekday and a weekend. What activities do you
usually do with family and friends?
10. Online Investigation
Search online for at least two mobile apps or daily planners that you can use of a mobile phone.
How much are they? What are their features?
11. Listening Transcript
Listen to the recording and read along with the conversation. Review the key vocabulary
and the sample sentences.
Woman: So, what's your usual day like? You always seem so busy.
Man: Well, I usually get up around 5:00 a.m. and work on the computer until 6:00 a.m.
Woman: Why do you get up so early?
Man: Well, I have to leave home at twenty to seven (6:40 a.m.) so I can catch a bus at
7:00 o'clock . It takes me about twenty minutes to walk to the bus stop from my house.
Woman: And what time do you get to work?
Man: Uh, my bus takes about an hour to get there, but it stops right in front of my office.
Woman: That's nice. And what time do you get off work?
Man: Uh, around 5:00 o'clock. Then, we eat dinner around 6:30, and my wife and I read
and play with the kids until 8:00 or so.
Woman: So, when do you work on your website? You said one time that you create it at
home?
Man: Well, my wife and I often watch TV or talk until 10:00 o'clock. She then often reads
while I work on my site, and I sometimes stay up until the early hours of the morning,
but I try to finish everything by one or two.
Woman: And then you get up at 5:00 a.m.?
Man: Well, yeah, but it's important to live a balanced life. I enjoy what I do, but you have
to set aside time for the family and yourself.
Woman: I agree.
Man: But I think my wife has the toughest job. She spends her whole day taking care
of our family . . . taking the kids to school, working in the garden, buying groceries,
taking the kids to piano lessons . . . [Wow!] It's a full-time job, but she enjoys what she
does.
Woman: Well, it sounds like you're a busy, but lucky man.
Man: I think so too.
12. Vocabulary and Sample Sentences
 catch (verb): to get on

- I have to catch a bus in front of the bus station.
 get off work (verb): finish work
- She seldom gets off work before 6:00 p.m.
 dinner (noun): sometimes supper
- We seldom eat dinner after 8:00 p.m.
 stay up (verb): not go to bed
- I almost never stay up past midnight.
 set aside (verb): reserve, allow, or give a certain amount to
- You have to set aside enough time to study for your classes.
 toughest (adjective): most difficult, hardest
- The toughest part about being a parent is setting aside time for both work, family, and self.
 take care of (verb): watch, look after
- You should take care of yourself so you don't get sick.
 groceries (noun): food and other items at a supermarket
- Mom is going to pick up some groceries from the store for dinner.
https://www.esl-lab.com/easy/daily-schedule/
Exercise 2
© 2018 Lanternfish ESL @ www.bogglesworldesl.com
On One Condition
Task 1: Listening for the main ideas.
1. What does the daughter want to do?

______________________________________
2. Why does she want to do it?
______________________________________
Task 2: Listening for details. Answer the questions below.
1. How does the dad misunderstand the daughter?

___________________________________________________
2. What concern does the dad have?

___________________________________________________
3. What does the daughter say about the dad’s concern?

___________________________________________________
4. On what condition does the dad give his permission?

___________________________________________________
___________________________________________________
On One Condition
Erin: Dad, ______________ I talk to you for a ______________?

Dad: Sure, ______________. What’s on your ______________?
Erin: Well, I’ve been ______________. I really need a new phone; my screen is
______________.
Dad: I’m sorry Erin I can’t ______________ to buy you a new phone
______________ six months.
Erin: No, no. That’s not what I ______________.
Dad: Oh, okay. Well, what do you want ______________?
Erin: I want to get a ______________ job and ______________ the money to buy a
new phone myself. Would that be all ______________?
Dad: I’ll have to think ______________ it. You have a lot ______________ on right
now with school and ______________ theater. I’m worried about your
______________.
Erin: Don’t ______________ dad. I know I can ______________ it. Dad: All right. I’ll
______________ it on one ______________: you can have a part-time job as
______________ as your grades don’t start to ___________.
On One Condition
Erin: Dad, can I talk to you for a minute?
Dad: Sure, anytime. What’s on your mind?
Erin: Well, I’ve been thinking. I really need a new phone; my screen is cracked.
Dad: I’m sorry Erin I can’t afford to buy you a new phone every six months.
Erin: No, no. That’s not what I want.
Dad: Oh, okay. Well, what do you want then?
Erin: I want to get a part-time job and save the money to buy a new phone myself.
Would that be all right?
Dad: I’ll have to think about it. You have a lot going on right now with school and
musical theater. I’m worried about your grades.
Erin: Don’t worry dad. I know I can handle it. Dad: All right. I’ll allow it on one
condition: you can have a part-time job as long as your grades don’t start to slip.
https://bogglesworldesl.com/Listening_Intermediate/ononecondition.html
EXERCISE 3
Dialogue: Weather Forecast
Task 1: Listening for the main idea.
What did you hear?

What season do you think this is?
Task 2: Listening for details. Fill in the table.
The Weekend Weather Forecast
Saturday Sunday
Morning
Afternoon
Evening
Overnight
Weather Forecast
Good morning! This is Chris Gunn with your weekend weather
___________. The weather ___________ for Saturday is mostly sunny
and cold with daytime ___________ of -2. ___________ we are
expecting ___________ skies with a low of -8. The cold sunshine will
___________ on Sunday morning but will begin to ___________ up by
late afternoon. In the evening, there will be a 90% ___________ of rain
with snow at higher ___________. Overnight the rain will turn to snow.
The ___________ is for 30 cm of snow by Monday morning.
Weather Forecast
Good morning! This is Chris Gunn with your weekend weather report. The
weather forecast for Saturday is mostly sunny and cold with daytime highs
of -2 degrees. Overnight we are expecting clear skies with a low of -8. The
cold sunshine will continue on Sunday morning but will begin to warm up
by late afternoon. In the evening there will be a 90% chance of rain with
snow at higher elevations. Overnight the rain will turn to snow. The
forecast is for 30 cm of snow by Monday morning.
Exercise 4
Renting Apartments
Level: Topic: Speakers: Length:
easy Renting Apartments man - woman 00:49
Pre-Listening Exercise
People often look for cheap apartments or condominiums to rent when going off to college.
Other students choose to stay with a homestay family, but this isn't always possible. Therefore,
what are three things you look for in selecting a place to live? Put them in order of importance to
you and discuss them with a partner.
Listening Exercise

What is the main topic of the conversation?
a. the cost of rent near universities
b. the problems with living in an apartment
c. a search for a new apartment
Why doesn't Ann like her current apartment?
The neighborhood is noisy.

It's far from campus.
It's too expensive.
How much money does Ann want to pay for rent?
a little more than $200

no more than $200
around $200
Ann wants to rent an apartment that _____.
is in a good neighborhood
already has furniture
is close to campus
To help Ann, Roger is going to _____.
call his friend

check out an apartment
look online for rentals
Vocabulary Practice
Do the vocabulary quizzes using the words from the conversation for more practice:
Mixed-Up Sentence | Gap-fill Exercise | Multiple-Choice Questions | Sentence and
Vocabulary Matching
Post-Listening Exercise
Talk about the type of apartment Ann is trying to find. Discuss the ideal living situation for
students going to a college or university in your country and abroad. Compare living in an
apartment, house, and dormitory. What are the advantages and disadvantages of each in terms
of privacy, price, space, and location? Discuss your opinions on the topic with a partner.
Online Investigation
As an international student, deciding on a place to study is only the first step to living overseas.
The next step is finding a place to live, but which is better: living on campus in a dormitory or off
campus in an apartment? Use the Internet to compare these two possible living arrangements in
a city of your choice. Use the ideas in the Post-Listening section to help guide your ideas.
Listening Exercise
Listen to the conversation on renting apartments and read along with the conversation. Review
the Key Vocabulary and the sample sentences.
Roger: Hello?
Ann: Hello Roger? This is Ann.
Roger: Oh hi, Ann. How have you been? And how's your new apartment working out?
Ann: Well, that's what I'm calling about. You see, I've decided to look for a new place.
Roger: Oh, what's the problem with your place now? I thought you liked the apartment.
Ann: Oh, I do, but it's a little far from campus, and the commute is just killing me. Do you think
you could help? I thought you might know more about the housing situation near the school.
Roger: Okay, what's your budget like? I mean how much do you want to spend on rent?
Ann:Uh, somewhere under $200 a month, including utilities, if I could. Oh, and I'd prefer to rent
a furnished apartment.
Roger: Hmm. And anything else?
Ann:Yeah, I need a parking space.
Roger: Well, I know there's an apartment complex around the corner that seems to have a
few vacancies. I'll drop by there on my way to class today.
Ann: Hey, thanks a lot.
Roger: No problem.
Vocabulary and Sample Sentences
work out (phrasal verb): going well

- My new job schedule has really worked out for me.
commute (verb; also a noun): to travel between home and work or school
- VERB: I have to commute two hours each day to get to work.
- NOUN: How long is your commute to work every day?
utilities (noun): public services including water, gas, and electricity
- How much do you pay for utilities each month?
furnished (adjective): containing furniture, for example, a sofa, tables, and washing machine
- I decided to rent a furnished apartment so I wouldn't have to buy so many things.
vacancies (noun): rooms not being used or rented
- Do you have any vacancies starting next month?
https://www.esl-lab.com/easy/apartments-for-rent/
Exercise 5
School Life
easy school life man - woman 01:25
Whether you are trying to get an online MBA or just going to a local college, there are a number
of things you have to consider including location, cost, and the reputation of school. What factor
is most important to you?
Listening Exercise

What does the man want to do after he graduates?
He wants to work at a hotel.

He wants to become a teacher.
He hopes to go on to graduate school.
What is the woman's major?
French
history
computer science
How does the woman pay for college?
She received a scholarship.

She has a part-time job.
Her parents are paying for it
Where does the man work part-time?
at a bakery
at a restaurant
in a library
What thing did the man NOT say about his job?
The pay is okay.

He works long hours.
His co-workers are friendly.
Vocabulary Practice
Do the vocabulary quizzes using the words from the conversation for more practice:
Mixed-Up Sentence
Multiple-Choice Questions
Sentence and Vocabulary Matching
Gap-fill Exercise
Interview another student about the topics below and report your findings to the class:
online education programs and graduate schools
entrance requirements and exams
 classroom environment
 teacher-student relationship
 student housing
 part-time employment
 club activities
Finding the right school for you can be a long process. What advertising techniques do colleges
and universities use to get the attention of students? What things are important to you when you
choose a school?
Compare the Web sites of two schools that interest you. Think about the classes, the cost of
tuition, the experience of the teaching staff, and finally the learning/cultural opportunities in the
local community where you want to study.
https://www.esl-lab.com/easy/college-life/
Listening Exercise
Listen to the recording and read along with the conversation. Review the key vocabulary
and the sample sentences.
Maria: Oh, hi Dave. Long time, no see!
Dave: Hi Maria. I was in the neighborhood, so I thought I'd drop by.
Maria: Come on in. [Thanks.] Take a seat. Would you like anything to drink? I have
Sprite or orange juice.
Dave: Sprite would be fine. Uh, so, how have you been?
Maria: Oh, not bad. And you?
Dave: Oh, I'm doing okay, but school has been really hectic these days, and I haven't
had time to relax.
Maria: By the way, what's your major anyway?
Dave: Hotel management.
Maria: Well, what do you want to do once you graduate?
Dave: Uh... I haven't decided for sure, but I think I'd like to work for a hotel or travel
agency in this area. How about you?
Maria: Well, when I first started college, I wanted to major in French, but I realized I
might have a hard time finding a job using the language, so I changed majors to
computer science. [Oh]. With the right skills, landing a job in the computer industry
shouldn't be as difficult.
Dave: So, do you have a part-time job to support yourself through school?
Maria: Well, fortunately for me, I received a four-year academic scholarship [Wow] that
pays for all of my tuition and books.
Dave: Wow. That's great.
Maria: Yeah. How about you? Are you working your way through school?
Dave: Yeah. I work three times a week at a restaurant near campus.
Maria: Oh. What do you do there?
Dave: I'm a cook.
Maria: How do you like your job?
Dave: It's okay. The other workers are friendly, and the pay isn't bad.
 hectic (adjective): very busy

- Life is always very hectic when you're trying to work and go to school at the same time.
 major (noun or verb): course of study
- I'm thinking about majoring in computer science next year. (verb)
- What is your major? (noun)
 land (a job) (verb): to secure, win, or get a job
- It is becoming increasingly difficult to land a job in the field of language teaching.
 work (your way) through (school) (verb): think through, in this case, work while going to
school to support yourself
- Since my parents had no money, I had no choice but to work myself through school
- Sometimes we just have to work through many new experiences before we understand the
language and culture
Exercise 6
Phones
intermediate Phones young man and woman 01:23
In today's world, is a smartphone a necessity for people of all ages, or is it just a luxury item?
Why or why not? How do people who grew up without mobile phones feel about this?
Idioms
"phone someone" = call someone

"Why don't you phone him and see if he's coming to the party?"
"call it day" = finish work and leave your workplace
"Let's call it a day. We can finish this project tomorrow."
Listening Exercise
The young man needs a new phone because ____.
his parents took his last one

someone stole his last one
his phone is an older model
How many phones does the young man already have?
two
three
four
According to the conversation, what are the young man's parents like?
friendly
generous
kind
What do his parents want their son to do to get a phone
take out money from his bank account

ask his brother if he can use an old phone
find a job and work to earn money
What is the BEST word to describe the young man's personality?
mean
talkative
self-centered
Vocabulary Practice
Do the vocabulary quizzes with the words from the conversation for more practice:
Mixed-Up Sentence | Sentence and Vocabulary Matching
Many teachers have concerns about students' use of cell phones at school and in the
classroom. Think of three reasons for and against this issue and explain your ideas from
your own experience.
Write one of your teachers an email about one of the topics or questions below. Then,
summarize the teacher's response and compare his or her answer to your own opinion.
1. At what age is it appropriate for a child to have his or her own phone?
2. How important is it for parents to track their children's phone calls, text messages, or
Internet use on the phone?
3. Should children pay at least a part of their phone bill, and if so, how much?
4. Which method is better to ask someone out on a date: sending a text message or calling
the person?
5. Which method is better to end a relationship: sending a text message or calling the
person?
6. Is it illegal to text and drive in your city or region? If so, what is the penalty?
7. If a student cheats on a test by taking pictures of it and sending them to a friend, how do
you handle the situation?
Listening Exercise
Listen to the recording on smartphones and read along with the conversation. Review
the key vocabulary and the sample sentences.
Woman: Hey. Uh, you look really unhappy. What's going on?
Young Man: Ah, you don't want to know.
Woman: Okay, see ya.
Young Man: Wait, wait, wait! Why are you walking away?
Woman: Well, you said I didn't want to know.
Young Man: No, wait. You see my parents really don't love me.
Woman: What do you mean? When I met them last week, they seemed really caring.
Young Man: Uh, you don't understand! You see. I want a new smart phone . . . I mean,
I need one, and my parents won't buy me it!
Woman: Uh, excuse me, but uh, don't you already have a iPhone?
Young Man: Man, yeah, but it's three months old, and it has a small scratch on it.
Woman: Where? Let me see. [Look!] I don't see a scratch.
Young Man: Look, look right here!. [THAT?] [Do] you see it?
Woman: It's just a speck of dust.
Young Man: Anyway. And my other phone . . .
Woman: What? You have two phones?
Young Man: That's beside the point.
Woman: So, so, did your parents give you a reason for not buying you a new phone?
Young Man: Not a good one. Only something about being self-reliant and not being
so entitled, or something like that. And now they want me to work . . . on the neighbor's
farm to pay for it. [Good idea!] It's not fair.
Woman: Hey, I think I know the problem. [What?] Take a look in the mirror. You'll see
both the problem and the solution.
Young Man: Uh! You're no help.

 walk away (verb): leave
- The store owner wouldn't drop the price on the old model of iPhone, so I just walked away.
 caring (adjective): kind
- My sister is so caring that she let me borrow her new phone when mine broke.
 speck of dust (noun): a very, very small piece of dirt
- Be sure to clean off any specks of dust off your camera lens before you take pictures.
Otherwise, they won't turn out well.
 beside the point: not important or relevant
- I know my phone is six years old, and the camera is broken on it. That's beside the point. It still
works, so I don't need to buy a new one.
 self-reliant (adjective): having the ability to take care of oneself, independent
- Joseph is very self-reliant. He never asks his parents for financial help because he wants to
take care of things on his own.
 entitled (adjective): having the feeling that you deserve something, sometimes without even
working for it
- My younger brother feels so entitled. He wants my parents to buy him a new computer, but he
isn't willing to pay for part of it. He thinks it's their job to do everything for him.
https://www.esl-lab.com/intermediate/smart-phones/
Exercise 7
May I See Your Passport Please
Task 1: Listening for the main ideas.

1. Who are they?
______________________________________
2. Where are they?

______________________________________
Task 2: Listening for details. Fill out the table.

1. Who is she travelling with?
___________________________________________________
2. What is the purpose of her visit?

___________________________________________________
3. What will she do while she’s in Canada?

(a) _________________________________________________
(b) _________________________________________________
4. What is her occupation?

___________________________________________________
5. Is she bringing anything into Canada that she needs to tell the customs agent about?
___________________________________________________
Customs Agent: ___________ to Canada. ___________ I see you ___________ please?

Traveller: ___________ you are.
Customs Agent: Thank you. Are you traveling ___________?
Traveller: Yes, I am.
Customs Agent: What is the ___________ of your visit to Canada?
Traveller: I’m ___________ family.
Customs Agent: ___________ are you visiting?
Traveller: I’m going to see my ___________ and my ___________.
Customs Agent: And where do they ___________?
Traveller: They live in ___________.
Customs Agent: How ___________ will you be ___________ in Canada?
Traveller: ___________ about six weeks.
Customs Agent: Will you be spending the ___________ time in Vancouver?
Traveller: No, I am ___________ to tour the Rockies for three weeks.
Customs Agent: And what is your ___________?
Traveller: I’m a ___________ student.
Customs Agent: Do you have ___________ to ___________?
Traveller: ___________.
Customs Agent: All right then. ___________ your ___________ in Canada.
Customs Agent: Welcome to Canada. May I see you passport please?
Traveller: Here you are.
Customs Agent: Thank you. Are you traveling alone?
Traveller: Yes, I am.
Customs Agent: What is the purpose of your visit to Canada?
Traveller: I’m visiting family.
Customs Agent: Who are you visiting?
Traveller: I’m going to see my aunt and my cousins.
Customs Agent: And where do they live?
Traveller: They live in Vancouver.
Customs Agent: How long will you be staying in Canada?
Traveller: For about six weeks.
Customs Agent: Will you be spending the whole time in Vancouver?
Traveller: No, I am planning to tour the Rockies for three weeks.
Customs Agent: And what is your occupation?
Traveller: I’m a university student.
Customs Agent: Do you have anything to declare?
Traveller: Nothing.
Customs Agent: All right then. Enjoy your stay in Canada.
https://bogglesworldesl.com/Listening_Intermediate/mayiseeyourpassportplease.html
Language for giving Presentations
I. Presentations: opening
Introduction
In this module, we’ll be looking at some useful words and phrases for giving presentations. We have
units on the main stages of presentations and a unit with tips on delivering effective presentations. Let’s
start with opening presentations.
Think Imagine that you are starting a presentation. What phrases might you use?
Listen Now let’s hear two ways of opening presentations. As you listen, see if you can hear some of the
phrases above.
Check understanding Check your understanding by reading the scripts below:
Clip 1
“Ladies and gentlemen, thank you very much for coming along here today. I hope my presentation
isn’t going to take too long and that you will find it interesting. The purpose of today’s presentation is
to discuss how we can improve internal communications within our company.
Now let me begin by explaining that I’d like to talk about the business case for better communication;
secondly, I want to cover different styles and methods; and finally I would like to finish off by talking
about some of the basics we need to have in place to deliver good quality, consistent communications
across the company. I’d be very happy to invite you to ask questions at the end of the session and I’m
sure there’ll be plenty of time for us to discuss some of the points that have been raised.”
Clip 2
“Good afternoon, ladies and gentlemen. Thank you for finding the time to come and join me for this
presentation this afternoon. My name is Tim Mason, I‘m a retail consultant, and many of you will have
seen me shadowing you in your jobs and looking through the accounts and so on in the company over
the last week. I’ve invited you here today to have a look at my findings. First, I’d like to have a look at
the performance of the company, the sales of the company over the last three years; then I’d like to
have a look at our market share in the womens wear market and look at our competitors; and thirdly, I’d
like to suggest some improvements in our range of women.
II. Presentations: body
Introduction
After you have greeted your guests, you will begin to go through the main body of your presentation. It's
very useful to have some visual aids - some slides, pictures or graphs that help explain what you are
saying. Sometimes they can also help to keep your audience interested in your presentation!
Think
Imagine you are giving a presentation and using some visual aids. What phrases might you use to draw
your audience’s attention to these slides?
After you've thought of five, click here for some more ideas.
ListenNow listen to two examples of people giving presentations. As you listen, see if you can hear some
of the phrases above.
Check understandingCheck your understanding by reading the scripts below:
Clip 1
“If you have a look at this first graph, you can see that our sales topped 50 million the year before last.
Then last year sales dropped to 40 million, with a slight recovery at the end of the financial year.
However, this year sales have continued to drop to an all time low of 30 million. Now let’s look at our
market share. As you can see, we have 25% of the market share, 10% down on last year.”
Clip 2
“A good example of how important internal communications are is shown by some findings from
research that we have recently undertaken. Good communications is a very key factor in staff
motivation. If you look at this slide, you will see how important it is to get the basics in place. You need
to identify your communication requirement, agree your objectives and success criteria, identify your
target audiences, define the content of your message and determine the style of delivery. A good
illustration of thecommunication process is when all those basics fall into place naturally
Presentations: questions
Introduction
At the end of your presentation, you may wish to open the floor to questions – to ask if anyone has any
questions about your presentation.
Think
Imagine it is the end of your presentation and you are asking if there are any questions. What phrases
might you use or hear?
After you've thought of a few, look at some more ideas.
ListenNow listen to someone asking if there are any questions. As you listen, try to hear some of the
phrases above.
Check understandingCheck your understanding by reading the script below:

Tim: Ladies and gentlemen, if you have any questions, I'd be happy to answer them now.
Carrie: Yeah, can I just ask, graph number 3, that last one you showed us, can you explain to
me where you’re intending to find the extra income to increase the designer range in
the maternity wear?
Tim: Yes, a very

good
question.
I’ve looked
at the office
wear range
and it’s
quite heavy
on material,
holiday
wear tends
to be much
lighter,
much
smaller
amounts of
material
involved
and I ...
Work with
a partner
and choose
a topic for
your
presentatio
n , plan and
deliver it
using the
learned
language.
Warm up
T will elicit the students the characteristics of a good presentation.
T will show the videos on good and bad presentations.

Bad presentations:
http://www.youtube.com/watch?v=UGZyG0Jchjo&feature=PlayList&p=A047831975662928&in
dex=3
http://www.youtube.com/watch?v=2vS6sjc1lQ0&feature=PlayList&p=A047831975662928&ind
ex=0
Public speaking:
http://www.youtube.com/watch?v=s1H5m0S-sdQ
Students’Presentation
Students will be asked tochoose a topic of their interest and prepare a presentation on
it. They will be given a weak to plan for the presentations.
Students’ presentations will be assessed.
SPEAKING
How to express your opinion

Expressing opinion
I think...
As far as I'm concerned,
To my mind,...
According to me,...
As I see it, ...
It seems to me that...
In my point of view / my opinion,....
From my point of view...
I am of the opinion that...
I take the view that. ..
My personal view is that...
In my experience...
As far as I understand / can see/see it,...
Agreeing or disagreeing
Agreeing with an opinion:
I agree with this opinion.
I completely agree with this view.
This is absolutely right.
I couldn't / can't agree more.
Partial agreement:
I agree with this point of view, but...

This idea is right, but...
I agree with you, but...
Disagreeing with an opinion:
I'm afraid. I can't agree with you.

I disagree with you.
I don't agree with you.
I'm not sure I agree with you
I think you're wrong
Activity: Discussion
Controversial Topics
What is your opinion about each controversial topic? And write 3 supporting points for
your opinion. Discuss your opinion in your group.
DNA testing
Pro / Con
Why?
1. can help catch criminals
2. can help predict illness
3. can help understand personality traits

Changing your name
Pro / Con
Why?
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
Gun ownership
Pro / Con
Why?
1. ________________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
Government surveillance
Pro / Con
Why?
1. ________________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
Globalization
Pro / Con
Why?
1. ________________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
https://eslflow.com/wp-content/uploads/2017/10/Controversial_topics_worksheet_red.pdf
Complaining - Talking about Complaints
What are complaints?
Complaints are expressions of "displeasure or annoyance" in response to an action that is seen by the
speaker as unfavorable. Suppose you want to complain about the pizza you have just ordered because it's
too salty, what are the expressions needed to express and respond to complaints?
Complaining:
Here are expressions you can use when complaining:
I have a complaint to make. ...
Sorry to bother you but...
I'm sorry to say this but...
I'm afraid I've got a complaint about...
I'm afraid there is a slight problem with...
Excuse me but there is a problem about...
I want to complain about...
I'm angry about...
Examples:
I have a complaint to make. Your pizza is just too

salty.
I'm sorry to say this but your food is inedible.
1. I'm afraid I've got a complaint about your child.He's too noisy .
2. I'm afraid there is a slight problem with the service in this hotel.
3.Excuse me but you are standing on my foot.
4. I want to complain about the noise you are making.
5. I'm angry about the way you treat me.
Responding to complaints
Positive response to complaints:
I'm so sorry, but this will never occur / happen again.
I'm sorry, we promise never to make the same mistake again.
I'm really sorry; we'll do our utmost/best not to do the same mistake again.
Negative response to complaints:
Sorry there is nothing we can do about it.
I'm afraid, there isn't much we can do about it.
We are sorry but the food is just alright.
Things to remember about complaints:
When expressing a complaint in English, it helps to be polite. Although "I'm angry about your pizza.
It's too salty" is one possible way of expressing a complaint, it is considered too rude and you'd better
use more polite expressions if you want to get what you want!
Work with a partner decide on the situation and practice making the complaints
Talking about ability
How to express ability

To express that someone has the power or skill to do something, can and be able are used.
Examples:
I can't help you.I am busy.
I'm unable to help you.
When I was young I was able to earn my living pretty well; I could work hard. Now I can't. I'm too old.
I can stand on my head for five minutes.
Can you speak Arabic?
Yes, I can.
Expressing ability
In the present:
Express ability in the present as follows:
I can speak good English.
I can't stand on my head.
In the past
Express ability in the past as follows
I was unable to visit him.
I couldn't eat at all when I was ill.
In the future
Express ability in the future as follows
I will be able to buy a house when I get a good job.
The teacher can assist you after class if you have any
questions.
Things to remember:
Can is always followed by an infinitive without "to."
Examples:
I can ride my bike and I can drive a car, but I can't drive a
lorry.
 Can in the past is was able or could

Examples:
When I was young I was able to earn my living pretty
well. Now I can't; I'm too old.
I couldn't hear what he was saying.
 Can in the future is will be able.

Example:
When I finish my studies, I will be able to find a job.
Asking for and giving permission:

When you ask for permission to use something that belongs to someone else you have to do your best to
be polite. It is desirable to use the word "please."
Asking for Permission:
 Can I go out, please?

 May I open the window, please?
 Please, can I have a look at your photo album?
 Please, may I taste that hot spicy couscous dish?
 Do you mind if I smoke?
 Would you mind if I asked you something?
 Is it okay if I sit here?
 Would it be all right if I borrowed your mobile Phone?
Giving Permission:
Yes, please do.
Sure, go ahead.
Sure.
No problem.
Please feel free.
Refusing to give permission:
No, please don‘t.
I‘m sorry, but that‘s not possible.
I'm afraid, but you can't.
Dialogue:
Liza, eight years old, is asking her mother for permission to use the computer...
Liza: Please mum, can I use the computer?
Her mother: No, dear you can't. It's time to go to bed.
Liza: May I read a story before I sleep?
Her mother: Sure! But try to sleep early.
Liza: Thanks a lot mummy.
Making and responding to suggestions

Suggestions
The following English phrases and expressions are all used to make suggestions and give advice to
people.
Making suggestions:
 Let‘s revise our lessons.

 What about going to the cinema tonight?
 How about playing cards?
 Why don't we do our homework?
 Couldn't we invite your grandmother to our party?
 Shall we have a walk along the river?
 What would you say to a cup of coffee?
 Don't you think it is a good idea to watch TV?
 Does it matter if we use your car?
Accepting suggestions:
Ok. Yes, let's.
Yes, I'd like to.
Yes, I'd love to.
What a good idea!
Why not?
Yes, with pleasure.
Yes, I feel like taking a walk.
That sounds like a good idea.
Refusing suggestions:
No, let's not.
No, I'd rather not.
I don't feel like it.
I dislike going for a walk.
What an awful / bad idea!
Things to remember about suggestions:
1.The verb "suggest" can be followed by either:
 should + verb = I suggest (that) we should go to the theater.

 a verb (in the subjunctive form)= I suggest (that) we go to the movies.
2."That" is optional:
 "I suggest that we should visit Paris."

 "I suggest we should visit Paris."
Dialogue:
Two friends talking about where to go this evening:
Alice: You know Alan, why don't we go to the cinema to watch Titanic? Alan: No, let's not. We've seen
the film many times before. What about going to the library? We have to finish our school
project! Alice: That sounds like a good idea. But when we finish let's go to the cafè. Alan: Yes, I'd love
to.
Making and responding to a request
It's important to be polite when you ask for something.
You can make a request by using:
 can you ...?

 could you ...?
 will you ...?
 would you mind ...?
Here are some examples of how to make a request..
Can you open the door for me, please?

Will you
Could you possibly
would you mind opening the door for me ?
Making Request:
Can you show me your photo album, please?
Will you lend me your book, please?
Could you possibly show me the way to the post office,
please?
Would you help me with this exercise, please?
Would you mind lending me your pen, please?
Responding to request:
Sure here you are.
Okey.
No, I'm sorry I need it
I'm afraid I can't.
Things to remember about making a request:
1. "Would you mind..." is followed by a gerund (verb+ing)
Example:"Would you mind lending me your book? "
2. The response to the following request:
A: "Would you mind giving me your book? "
is either
 "No, I don't mind."(which is a positive response to the request. It means that I accept to lend you
my book)
 or "Yes." (which is a negative response to the request. It means that I don't want to lend you my
book.)
3. Could is more polite than can.
Giving and asking for reasons, making suggestions, agreeing and disagreeing,
if- clauses
Desert Island
You are stranded on a desert on island in the Pacific. All you have is the swim –suit and sandals you are
wearing. There is food and water on the island but nothing else. Choose the eight most useful items
from the following list and rank them in order of usefulness.
A box of matches A magnifying glass

An axe A bottle of juice
An atlas Some metal knitting-needles
A nylon tent A transistor radio with batteries
A knife and fork Ointment for cuts and burns
A saucepan A camera and five rolls of film
A blanket 20 meters nylon rope
A watch A pencil and paper
A towel
.
Step 1: Work individually to select 8 most useful items from the list with justifications as to why
selection has been done.
Step 2: Once the individual selection is done, share your list with the group members and argue on the
differences and come to a consensus.
Step 3: (Presentation) Present your list in front of the class with justification

Small Talk Lesson Plan
https://www.thoughtco.com/small-talk-lesson-plan-1210313
Listening Lab
https://www.esl-lab.com/
Listening comprehension
https://bogglesworldesl.com/Listening_Intermediate
Listening
https://www.myenglishpages.com/site_php_files/
Lesson plan to practice communicating with Past (Question and Answer forms)
https://www.thoughtco.com/guilty-fun-classroom-conversation-game-1209068
Communication skills activities
https://www.trainingcoursematerial.com/free-games-activities/communication-skills-activities
1. Speaking
http://www.eslcafe.com/idea/index.cgi?Speaking:
2. Speaking
https://eslflow.com/speaking-and-communicative-icebreaker-activities.html
3. Speaking
https://www.fluentu.com/blog/educator-english/speaking-activities-for-esl-students/
4. Role Play
https://eslflow.com/role-play-speaking-activities-for-language-learners.html
Competency 4: Formal and Lexical Aspects of Language

Standard: Students will understand and articulate widely acceptable pronunciation, stress and
intonation patterns of the English language for improved communication; enhance vocabulary for
effective communication; and understand and use grammatical functions and the principles of
grammar, punctuation, and sentence structure for developing accuracy in their spoken and written
communication.
Students will develop ethical and social attributes and values relevant in a multicultural, civilized
society.
Benchmarks
S. No. Benchmarks
4.1 Pronounce (acceptably) new words, and use appropriate stress and intonation patterns in
sustained speech to communicate effectively.
4.2 Use lexical items in context and with correct spellings. Use the dictionary to look for meanings
of simple lexical items. Recognize and use root words and prefixes and suffixes to form and to
understand new words. Recognize verbosity and factors related to translation.
4.3 Recognize grammatical functions and concepts of tenses and aspect, selected transitional
devices, and modal verbs, and use them in their speech and writing.
4.4 Use appropriate capitalization and punctuation marks and rectify errors in capitalization and
punctuation in writing.
4.5 Recognise, change, and use various types of sentence structures.
TEACHING TIPS
 Introduction of lexical items are an essential part of reading lessons. Knowing a lexical item requires
learners to have a sound grip on its pronunciation, spelling,(multiple) meaning/s, parts of speech,
etymology and usage and collocations. In addition to etymology learners may also be introduced to
the root words and the derivatives. When dictionary skills are incorporated in regular reading lessons,
learners develop a better understanding of the lexical items they are introduced to.
Learners must be encouraged to refer to dictionaries as and when required.
 Role plays should be used with reading texts to help learners practice intonation and stress. Moreover,
learners may write their own dramas and present to enhance their intonation, stress and tone.
Online videos can be used to teach stress and intonation. Exposure to native speakers‘ accent through
videos and audios are recommended.
 Grammar should be taught in the context of reading and listening (receptive skills). It should be
assessed in writing and speaking (productive skills). For example: while reading a text rich in
adjectives, the teacher must teach the royal order of adjectives, degrees of adjectives etc. Practice
tasks must be given in context. Later, learners should be given a speaking or writing task where they
have to use the learnt concept.
 Teachers must teach grammar inductively guided by the Communicative Approach to Language
Teaching, as learners acquire grammar skills naturally through communicative tasks.
For example:
Learners may sit in pairs. Both participants are given similar pictures with some differences. They take
turns to describe their picture one at a time and the listener spots the differences. This should lead to rich
descriptions of scenes and characters.
In reading comprehension tasks, carefully chosen grammar items are eliminated and learners complete the
passage by inserting suitable grammatical items (for example: prepositions, adverbs, verbs etc.)
INSERT: Learners should be given any (authentic) text and told to insert, words phrases or sentences in
the text without compromising the message of the text. After the activity, learners may share their
insertions for peers to comment on.
The most effective way of teaching grammar is the inductive approach. It is taught indirectly while
teaching reading and writing. During writing lesson when learners provide feedback to peers they practice
the editing skills along with feedback on content.
The relevant grammatical rules must be taught with appropriate text types. For example: It would be
relevant to teach quotation marks and time expressions before story writing.
Punctuation can be taught during the reading lessons and should be assessed through writing. For
example, unpunctuated text for various grammatical items may be given to students, and learners correct
it collaboratively or independently.
Although, for the sake of explicit teaching, grammar items may be isolated but once they are introduced
and practiced, learners must be encouraged to use them in context e.g. using passive voice in scientific
texts or news items. Use quotation marks in stories.
A list of words with silent letters:
Here are the simple tips to remember the silent letters.
B is often silent after M (mb) and before T (bt): bomb, debt
C is silent after S (sc): muscle, scene
E is silent at the end of the words: name; hope
G is often silent before N (gn): gnarled, foreign
H is silent after W (wh): what, when
K is often silent before N (kn): knife, know
L is often silent before M, F, K, D, (lm, lf, lk, ld): calm, half, yolk, could
N is often silent after M (mn): autumn, column
P is silent in the suffix ―psych‖: psychology
T is often silent after S (st), and at the end of the words of French origin: castle, ballet
U is silent before I (uI) and E (ue): guilty, guess
W is often silent before R (wr) and H (wh): wrong , what
Here is a list of words with silent letters
 B: bomb – climb – crumb –lamb – limb – comb –numb – plumb – thumb – tomb – womb – debt –
doubt;
 C: ascent – fascinate – muscle – scene – scissors – crescent – descent – scenario – scent;
 Ch: yacht;
 D: handkerchief – handsome – Wednesday – sandwich;
 G: gnarled – gnash – gnat – gnaw – gnome – align – campaign – design – foreign – malign – reign –
sign – assign;
 H: haute cuisine – heir – honour – hour – ghost – what – when – where – why – while – whether –
white - rhythm;
 K: knack – knee – kneel – knife – knight – knit – knob – knot – know – knuckle;
 L: balm – calm – calf – half – yolk – palm – psalm – chalk – talk – walk – could – should – would –
colonel – almond – salmon;
 N: autumn – column – condemn – damn – hymn – solemn;
 P: psalm – psephology – psychic – ptarmigan – pterodactyl – psychology – receipt – corps – coup;
 S: aisle – island – debris – Illinois
 T: bristle – fasten – listen – mortgage – soften – thistle – wrestle – castle – hustle – chestnut - ballet
–buffet – chalet – crochet – valet – debut - beret;
 U: biscuit – build – circuit – disguise – guilty – league – rogue – vague – guess – guest – guide –
guitar-antique – cheque;
 W: wrangle – wrap – wreath – wreck – wrench – wrestle – wriggle – wring – write – wrong –
answer – sword – towards – two – whole – who – whom – whose;
Direct & Indirect Speech
Direct Speech: the message of the speaker is conveyed or reported in his own actual words without any
change.
Indirect Speech: the message of the speaker is conveyed or reported in our own words.
Examples:
Direct: Rida said, ―I am very busy now.‖ Indirect: Rida said that she was very busy then.
1. All inverted commas or quotation marks are omitted and the sentence ends with a full stop.
2. Conjunction ‗that‘ is added before the indirect statement.
3. The pronoun ‗I‘ is changed to ‗she‘.
4. The verb ‗am‘ is changed to ‗was‘. (Present Tense is changed to Past)
5. The adverb ‗now‘ is changed to ‗then‘.
When the reporting or principal verb is in the Past Tense, all Present tenses of the direct are changed into
the corresponding Past Tenses.
If the reporting verb is in the Present or Future Tense, the tenses of the Direct Speech do not change.
The Tense in Indirect Speech is NOT CHANGED if the words within the quotation marks talk of a
universal truth or habitual action.
Simple Present Changes to Simple Past
Direct: "I am happy", she said. Indirect: She said that she was happy.
Present Continuous Changes to Past Continuous
Direct: "I am reading a book", he explained. Indirect: He explained that he was reading a book.
Present Perfect Changes to Past Perfect
Direct: She said, "He has finished his food―. Indirect: She said that he had finished his food.
Present Perfect Changes to Past Perfect
Direct: "I have been to Gujarat", he told me. Indirect: He told me that he had been to Gujarat.
Simple Past Changes to Past Perfect
Direct: He said, ―Ira arrived on Monday." Indirect: He said that Ira had arrived on Monday.
Past Continuous Changes to Past Perfect Continuous
Direct: "We were living in Germany", they told me.
Indirect: They told me that they had been living in Germany.
Future Changes to Present Conditional
Direct: He said, "I will be in Lahore tomorrow."
Indirect: He said that he would be in Lahore the next day.
Future Continuous Changes to Conditional Continuous
Direct: She said, "I'll be using the car next Friday.‖
Indirect: She said that she would be using the car next Friday.
CAN changes into COULD
Direct: He said, "I can swim." Indirect: He said that he could swim.
MAY changes into MIGHT
Direct: He said, "I may buy a house.‖ Indirect: He said that he might buy a house.
MUST changes into HAD TO/WOULD HAVE TO
Direct: He said, "I must work hard.‖ Indirect: He said that he had to work hard.
Modals that DO NOT Change: Would, Could, Might, Should, Ought to.
Direct: He said, "I should face the challenge.‖ Indirect: He said that he should face the challenge.
Reporting Verb like ‘said/ said to’ changes to asked, enquired or demanded
Direct: He said to me, ―What are you doing?‖ Indirect: He asked me what I was doing.
If sentence begins with auxiliary verb, the joining clause should be if or whether.
Direct: He said, ―Will you come for the meeting?‖
Indirect: He asked them whether they would come for the meeting.
If sentence begins with ‘wh’ questions then no conjunction is used as the "question-word" itself act
as a connector.
Direct: ―Where do you live?‖ asked the girl. Indirect: The girl enquired where I lived.
Commands and Requests
Indirect Speech is introduced by some verbs like ordered, requested, advised and suggested. Forbid(s)/
forbade is used for the negative sentences. The imperative mood is changed into the Infinitive.
Direct: Rafique said to Ahmed, ―Go away.‖ Indirect: Rafique ordered Ahmed to go away.
Direct: He said to her, ―Please wait.‖ Indirect: He requested her to wait.
Exclamations and Wishes
Indirect Speech is introduced by some words like grief, sorrow, happiness, applaud. Exclamatory
sentence changes into assertive sentence and Interjections are removed.
Direct: He said, ―Alas! I am undone.‖ Indirect: He exclaimed sadly that he was broke.
The first person of the reported speech changes according to the subject of reporting speech.
Direct: She said, ―I am in ninth class.‖ Indirect: She says that she was in ninth class.
The second person of reported speech changes according to the object of reporting speech.
Direct: He says to them, "You have completed your job.‖
Indirect: He tells them that they have completed their job.
The third person of the reported speech doesn't change.
Direct: He says, "She is in tenth class.‖ Indirect: He says that she is in tenth class.
Words expressing nearness in time or place in Direct Speech are generally changed into words expressing
distance in Indirect Speech.
Now -- then
Here -- there
Ago -- before
Thus -- so
Today -- that day
Tomorrow -- the next day
This -- that
Yesterday -- the day before
These -- those
Hither-- thither
Come -- go
Hence -- thence
Next week/month -- following week/month
https://learningpundits.com/module-view/27-direct-&-indirect-speech/1-english-grammar-tips---direct-&-
indirect-speech/ Accessed on 7-1-2020
Royal Order of Adjectives
Determiner Observation Size Age Shape Colour Origin Material Qualifier Noun
A beautiful red velvety shawl
A shiny new black Chinese mobile
Her short brown curly hair
Four strong Sialkoti wooden bats
several stout young Pakistani cricket players
various embroidered maroon Sindhi caps
Our painted Big square Hala jewellery boxes
Some delicious mutton biryani

Example:
Subject Verb Subject Verb
When I went to her today, she looked at me with her radiant smile.
Dependent Clause Independent Clause
Table of Subordinating Conjunctions
Time After, As, As soon as, Before, Once, Since, Until, When, While
Manner As, As if, As though, Like
Cause and Effect Although, Though, Whereas, While, Except, That
Condition Because, In that, Now that, Since, So that
Condition If, In case, Provided (that), Unless
Purpose So that, In order that
Comparison As…as, More than, Less than, Than
Identify complex sentences in the text that have the conjunction ‘when’. Note the punctuation and
write five complex sentences of your own using ‘when’.
Choose any four subordinating conjunctions from the table above and write 4 more complex
sentences.
REPORTED SPEECH
Direct Speech: Quoting the exact words of the speaker.

Ahmed said, ―I am learning a new language‖.
Indirect Speech: Reporting of what a speaker said
without quoting his exact words.
Ahmed said that he was learning a new language.
RULES FOR CHANGING DIRECT SPEECH INTO INDIRECT SPEECH
Change of Adverbs:
Direct Speech Indirect Speech
now then
here there
this that
these those
ago before
thus so
to-day that day
to-night that night
yesterday the day before (or) the previous day
tomorrow the next day (or) the following day
last week the week before
next week the week after
Change of Personal Pronouns:
Person Nominate case Objective case Possessive case
Singular Plural Singular Plural Singular Plural

I We Me Us My, Our/ ours
First
mine
Second You You You You They Your
Third He/she /it They Him/her/ Them His/her/ Their/

it its theirs
Change of Tenses:
DIRECT SPEECH INDIRECT SPEECH
PRESENT TENSE
PRESENT SIMPLE changes into PAST SIMPLE
She said, ―She goes to school daily. She said that she went to school daily.
PRESENT CONTINUOUS changes into PAST CONTINUOUS

They said, ―We are enjoying the rainfall‖ They said that they were enjoying the rainfall.
PRESENT PERFECT changes into PAST PERFECT

I said, ―I have eaten the meal just now.‖ I said that I had eaten the meal just then.
PRESENT PERFECT CONTINUOUS changes into PAST PERFECT CONTINUOUS

He said, ―I have been studying since He said that he had been studying since
morning.‖ morning.
PAST TENSE
PAST SIMPLE changes into PAST PERFECT
Raheel said, ―I bought a car‖ Raheel said that he had bought a car.
PAST CONTINUOUS changes into PAST PERFECT CONTINUOUS
I said, ―It was drizzling. I said that it had been drizzling.
PAST PERFECT changes into PAST PERFECT (tense does not change)
She said, ―I had visited a doctor yesterday.‖ She said that she had visited a doctor the
previous day.
FUTURE TENSE
FUTURE SIMPLE TENSE- WILL changes into WOULD
You said, ―I will buy a computer‖ You said that you would buy a computer.
FUTURE CONTINUOUS TENSE- WILL BE changes into WOULD BE

We said, ― We will be shifting to a new We said that we would be shifting to a new
home tomorrow.‖ home the next day.
FUTURE PERFECT TENSE- WILL HAVE changes into WOULD HAVE
They said, ―We will have finished the work‖ They said that they would have finished the
work.
Note: The tense of reported speech may not change if reported speech is a universal truth though its
reporting verb is in past tense.
Examples:
Direct speech: He said, ―The death is the ultimate truth of life.‖
Indirect Speech: He said that the death is the ultimate truth of life.
For Questions:
When transforming the question into an indirect question:
 Remove the quotation marks and question mark in the interrogative sentence.
 Use the interrogative for the ‗wh‘ questions or if / whether for yes/no questions.
 Don‗t use ‗that‘
 Change the reporting verb (say, said) into ‗ask‘ or ‗enquire‘ in its correct tense.
Type Example
with interrogative direct speech She asked, ―Why are you speaking loudly?‖
reported speech She asked me why I was speaking loudly.
without interrogative direct speech He asked her, ―Do you like the green colour?‖
reported speech He asked her whether she liked the green colour .
For Imperatives:
 Remove the quotation marks in an Imperative sentence.

 Use ‗to‘ if it is an affirmative sentence.
 Use ‗not to‘ if the sentence begins without Don‗t.
Example: She said, ―Sit down." - She ordered/told me to sit down.

They said to me, "Don't panic" - They told me not to panic. OR They forbade me to panic.
Exercise 1:
Complete the sentences in reported speech.
1. Andersen was screaming, ―My kids are in the car!
Andersen was screaming that _____________________________________________
2. ―There‘s no way,‖ Willden thought.
Andersen said reverently that _____________________________________________
3. Andersen shouted, ―Flip this car.‖
Andersen shouted to ____________________________________________________
4.People asked Andersen, ‗Did you witness a miracle there?‘
People asked Andersen if ________________________________________________
Exercise 2:
Change the following sentences into indirect speech.
1. Andersen said reverently, ―It was like the sight of angels.‖

2. They shouted, ―Who else is in the car?‖
3. ―There‘s one more child.‖ Andersen said.
4. Belnap thought, ―I‘m carrying a dead body out of this car.‖
5. ―That was a huge moment of relief for me,‖ said Andersen.
Exercise 3:
Conversion Chain
Instructions:
i. Sit in a circle and have one person express and action in the present, past or future tense. For
example, ‗I visit my friend‘s house yesterday‖.
ii. The second student in the circle must then convert that sentence to reported speech. ‗S/he said
that s/he had visited his/ her friend‘s house the previous day‖.
iii. That second person will also make another statement, and the next person in the circle will
change it to reported speech.
iv. Continue until the first person converts the last students‘ statement to reported speech.
Dictionary Skills
Task One
Here is a list of words that are spelt incorrectly. You must correct them using a dictionary to check if you
have the spelling correct.
1. incecent 2. rilentles 3. 4. riphurbish 5. aukvard 6. excuesit 7. mieandring 8. dezastor
Task Two
Now you have corrected the words, in your book, write down the number of the page it is on in the
dictionary and write down the dictionary definition of the word.
For example: - Growl is on page 45. It means to make a deep, rough sound.
Task Three
Put these lists into alphabetical order.
List One List Two List Three
fling butterfly digger trusted dimmer platinum bird differ bat dearth bear diver
boxer flamingo myth gymnastics bloodhound drum
Task Four
Some words have very similar meanings. You can use a dictionary to discover how they differ. Look up
these words that are similar in the dictionary, then write down what is slightly different about them.
1. hill mountain peak fell 2. street path road lane 3. fear fright terror horror
Task Five
A dictionary tells you what type of a word you have looked up. It tells you whether it is a noun, adjective,
verb, adverb etc. Look up these words in the lists. Copy down the lists and write down what kind of
words they are.
List One List Two List Three List Four
lorry havoc quickly from

monkey long smoothly under
hill tall awkwardly beside
bear heavy slowly outside
mongoose flat backwards embellish
refurbish up blemish stampede
catastrophe short debris smithereens
Task Six
Underline the silent letter in the following words. Take help from the dictionary if required.
beside, sign, complete, knowledge, debris, acquire, psychology, psalm, bridge, knight
Dictionary Skills:
https://www.teachingenglish.org.uk/article/dictionary-skills-secondary-students Accessed on 25 - 5 – 19
at 2:05 pm.
Voice
https://www.youtube.com/watch?v=nRGLDD0BBdc
https://www.youtube.com/watch?v=ofsHKOch8B4
Narration
https://www.youtube.com/watch?v=OBHkvCmgqRE
https://www.youtube.com/watch?v=ZGdt9apUpqg

Teacher Resource English IX

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Teacher Resource English IX

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English

TEXT TYPES ..................................................................................................................... 7

RESOURCES FOR TEACHERS ................................................................................................................................ 8

Sample Reading Unit 1 ......................................................................................................................................10

Sample Reading Lesson 2: .................................................................................................................................18

Sample Reading Unit 3: .....................................................................................................................................29

Health Problems Caused by Mosquitoes ............................................................................................................30

Sample Reading Unit 4: .....................................................................................................................................37

Chasing Dreams ................................................................................................................ 38

DIGITAL RESOURCES FOR TEACHERS ..................................................................................................................44

Competency 2: Writing Skills .............................................................................................................................44

RESOURCES FOR TEACHERS.................................................................................. 48

SAMPLE WRITING LESSON 1 ..............................................................................................................................61

SAMPLE WRITING LESSON 2 ..............................................................................................................................63

SAMPLE WRITING LESSON 3 ..............................................................................................................................65

SAMPLE WRITING LESSON 4 ..............................................................................................................................69

SAMPLE SPEAKING LESSON 1 ............................................................................................................................77

SAMPLE SPEAKING LESSON 2 ............................................................................................................................77

SAMPLE SPEAKING LESSON 3 ............................................................................................................................78

SAMPLE LISTENING LESSON 1 ............................................................................................................................79

Language for giving Presentations ................................................................................................................... 103

Introduction ..................................................................................................................... 103

Competency 4: Formal and Lexical Aspects of Language .................................................................................. 117

Direct & Indirect Speech.................................................................................................................................. 122

Example: ............................................................................................................................... 126

PRESENT TENSE ......................................................................................................................................... 128

PRESENT SIMPLE changes into PAST SIMPLE ............................................................... 128

PAST TENSE ................................................................................................................................................ 128

PAST SIMPLE changes into PAST PERFECT ................................................................... 128

FUTURE TENSE........................................................................................................................................... 129

FUTURE SIMPLE TENSE- WILL changes into WOULD ................................................. 129

For details of the SLOs refer to the syllabus document.

S. Text Types Purpose Examples Possible Graphic

Narrative To entertain, imagine, Stories

Expository To provide Informative articles

Process To explain steps in an Recipes

Cause and Effect To show how actions Articles showing the

Interpersonal and To communicate and Dialogues

A List of Transitional Words and Phrases

On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in

Specifically, especially, in particular, to explain, to list, to enumerate, in detail,

For example, for instance, to illustrate, thus, in other words, as an illustration, in

Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result,

Sample Reading Unit 1

ancestors bitter fierce migrate chattels legal

S.No. Column A Column B Answer

1. How did Islam support women?

Famous Women of Pakistan

Famous Pakistani Women

She was Quaid-e-Azam Mohammad Ali Jinnah‘s younger sister.

Begum Ra’ana Liaquat Ali Khan (1905-1990)

She worked as an honorary secretary and typist toher

Begum Jahan Ara Shahnawaz (1896-1979)

She represented the Muslim women at the three Round Table

Dr. Shams Abbasi (1924-2011)

She was the former director of the Bureau of Curriculum, Sindh,

Anita Ghulam Ali (1934-2014)

She was one of the most famous teachers of Pakistan. She

Bilquis Bano Edhi (1947)

She is a philanthropist who is also trained as a professional

reflecting opinions access simultaneously rehearsed

utensils hospitality cunning (add in glossary)

e) Professor Anita Ghulam Ali was appointed twice as a minister of:

Bilquis Bano Edhi